Posts tagged ‘VLEs’
Heated Debate on Game-Based Learning
Mark Oehlert, who owns and write the e-Clipping Blog, commented on a post today by Paul McNamara which has caused some heated debate “I wonder if maybe we should continue the debate about whether or not games are good for learning or maybe, here is an alternative…just shut up, accept the data and start really figuring out how to do it write and for PETE”S SAKE understand that design principles, ESPECIALLY design principles (except they aren’t really design principles are they Adriana? ;-))…are not crafted in stone and can and should change and that BY ALL THAT’S GOOD AND PURE the classrooms and instructor-led training were probably NEVER studied RE their effectiveness as learning environments but rather as production environments. I’m sure that the Romans thought their empire wold stand for all time as well and look what happened to them.”
The original post can viewed here and be sure to read the comments which currently run onto a second page. There are comments from people of varying ages and opinions and it is all well worth a read!
Digital Dissection
Digital dissection software to replace physical dissection in science classes:
“There is also a new technology called “digital dissection”. There are various computer dissection programs such as Drylab Dissections and Catworks that take students through an actual dissection using realistic graphics, as well as a full-motion video. Programs exist for many commonly used dissection specimens, including frogs, rats, earthworms, fetal pigs, and even cats.
Other programs, such as Digital Frog 2 and Visifrog, use high-quality computer animation to simulate an actual animal dissection. Animal rights organizations such as the National Anti-Vivisection Society (NAVS) applaud this new technology and have started free-of-charge loan programs through which schools can try out software.”
Author: Heather Clark, 11th April 2008
Full article available here.
Digital Vaults: National Archive Social networking for primary sources
Glenn Wiebe and Dave Warlick have both recently posted on Digital Vaults, a new website by the US National Archive that brings elements of social networking to primary history and social science resources.
Digital Vaults is an interesting concept and one I think works well with it’s logical tag organisational structure. The digitisation of sources and Web2.0 twist makes the wealth of knowledge highly accessible and even allows the user to create their own collections.
Read Glenn Wiebe’s post and Dave Warlick’s post for more information.
‘Hybrid’ courses show promise
One educator demonstrates that blending face-to-face and online instruction can lead to better student grades and understanding.
“Hybrid courses,” or courses that deliver part of their instruction in a traditional lecture manner and part in an online environment, are becoming increasingly popular among schools and colleges. Proponents of the concept say it capitalizes on the benefits that both face-to-face and online learning can provide—and now, there is some evidence to suggest that hybrid courses can help students learn more effectively.
Brian McFarlin, a professor at the University of Houston’s Laboratory of Integrated Physiology, decided to conduct an experiment in one of his classes to observe the strengths and weaknesses of hybrid courses.
Author: Meris Stansbury, Assistant Editor, eSchool News, 3rd April 2008
Full article available here.
A student not engaged is a student not learning
I believe technologies that engage and motivate students by offering opportunities for self-direction, inquiry, discovery, and creativity are the best way to meet the needs of all students. One of the most significant things I’ve heard said about 1:1 laptop programs is that when you walk into the classroom, you can’t tell who the Special Ed students are or who the GATE students are… because everyone is fully engaged and working at their own level.
Some technologies that might be readily available to most teachers and which might help provide this sort of individualized engagement include commercial off the shelf videogames with educational value (such as the Sims series, the Tycoon series, or the “Age of…” series of games), read/write web tools (such as blogs, wikis, and podcasts), and multimedia creation programs (for editing images, audio, and video). These things are nearly free and ubiquitous and ought to be used creatively in support of the base program.
Author: Mark Wagner, Educational Technology and Life Blog, 7th April 2008
Full article available here.
7 Ways Teachers Can Use Online Tools to Keep Students Interested
A 22 year old gives advice to teachers and parents on teens and young adults. Interesting post on how teachers can use onlines resources effectively to engage this generation with learning:
“Can schools keep up with their net-generation, text-savvy students? A lecture and a white board pale in comparison to online videos, cell phone games, interactive virtual worlds and 3-d animation. Already, schools have been incorporating more high-tech technology such as smart boards and projectors in the classroom. My old high school uses ipods to test and record listening comprehension. This is great–and really expensive.
I plan on writing a few blog posts on this topic, but I first wanted to review a few free resources teachers (and parents) can use in the classroom or for homework to keep kids interested in learning. Most of all, by employing new technology you will be speaking in this generation’s language, appeal to what already interests them and therefore make school really relevant to their lives.”
Author: Vanessa Ven Petten, vanessavanpetten.com, 16th March 2008
Full article available here.
Also great interview with Vanessa available from OpenEducation.net here.
The Many Virtues of the Virtual Lab
Very interesting article on virtual labs and their uses in science classes with limited lab equipment:
“Thanks to rapid development in information technology, all real life situations can be simulated on your very computer screen, loaded with programs such as Java, Flash, Real media etc. With increasing number of e-learning companies and academic websites offering virtual laboratories, it is easier today than ever before, for a science teacher to use virtual lab. He simply needs to download the virtual experiment from the World Wide Web or buy it as part of an e-learning package from product manufacturers. Virtual labs can help the teacher and the taught, to a significant extent. Let us visit a few virtual classrooms.”
Author: P.R. Guruprasad, TechLearning, 1st April 2008
Full article available here.
Response to MMORPGs in Schools: The Shift Ahead
Last night, Mark Wagner posted part of his dissertation in his blog, Educational Technology and Life. He’s asked for comments from readers and here are excerpts of my responses to MMORPGs in Schools: The Shift Ahead. Wagner writes:
I think it’s a good point that the learning theories that align and will likely rise out of video game experiences run counter in an era of standardized testing. However, I think it also runs counter to currently accepted pedagogies, which are based in part on behaviorism (Skinner’s pecking pigeons) and information-scarce landscapes. In learning environments based on biology (brain-research) and information-abundant information landscapes, video games may likely prevail and become a dominant mode of formal learning.
Author: David Warlick, 2cent Worth Blog, 31st March 2008
Full article available here.
Gaming & Learning 