EHU E-learning

Articulate

2009-03-06T13:29:00.000Z

Empowering Rapid E-Learning
With e-learning software tools that empower anyone to quickly and easily create engaging courses, presentations, quizzes, and surveys, everyone ends up looking good.

http://www.articulate.com/

Who invented e-learning? A patent dispute shakes up academic computing.

2008-10-05T15:48:00.001Z

Who invented e-learning? A patent dispute shakes up academic computing
Posted 8/27/2006 6:00 PM ET

By Jim McKnight, AP
Michael Feldstein, assistant director of the State University of New York's online learning network and one of the bloggers who has criticized Blackboard, sits in a coffee shop on Friday, Aug. 18, 2006, in Albany, N.Y. Blackboard has been awarded a patent establishing its claims to some of the basic features of the e-learning software that powers online education.
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By Justin Pope, Associated Press
Every day, millions of students taking online college courses act in much the same way as their bricks-and-mortar counterparts. After logging on, they move from course to course and do things like submit work in virtual drop boxes and view posted grades — all from a program running on a PC.
It may seem self-evident that virtual classrooms should closely resemble real ones. But a major education software company contends it wasn't always so obvious. And now, in a move that has shaken up the e-learning community, Blackboard has been awarded a patent establishing its claims to some of the basic features of the software that powers online education.
The patent, awarded to the Washington, D.C.-based company in January but announced last month, has prompted an angry backlash from the academic computing community, which is fighting back in techie fashion — through online petitions and in a sprawling Wikipedia entry that helps make its case.
Critics say the patent claims nothing less than Blackboard's ownership of the very idea of e-learning. If allowed to stand, they say, it could quash the cooperation between academia and the private sector that has characterized e-learning for years and explains why virtual classrooms are so much better than they used to be.
The patent is "is anti-thetical to the way that academia makes progress," said Michael Feldstein, assistant director of the State University of New York's online learning network and one of the bloggers who has criticized the company.

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The e-Learning Lingo Show Discusses “Brain Dominance”

2008-09-07T10:11:00.000Z

Waltham, MA, September 07, 2008 --(PR.com)-- Dave Boggs, CEO of SyberWorks, states, “This week’s episode of the e-Learning Lingo Podcast explains the differences between the left and right hemisphere of the brain, and how each individual is considered either ‘left’ or ‘right’ oriented.”The e-Learning Lingo Podcast Episode #62: “Brain Dominance” http://www.syberworks.com/audio/lingopodcast62.mp3 is located in the SyberWorks Online Media Center at http://www.syberworks.com/lingo_podcast.htm in the About Us section of the SyberWorks web site. The transcript is located at http://www.syberworks.com/lingo62_transcript.htm

Dr Steve Yuen

2008-07-31T11:03:00.001Z

Tech Learning
Dr. Steve Yuen’s blog on the use of emerging technologies in teaching and learning.

A new search engine, Cuil, was launched last Monday to aim for delivering better results than other major search engines by searching across more Web pages and studying them more accurately. Cuil, created by former Google engineers, tries to take on the search engine giant, Google. Cuil claims to be the he world’s biggest search engine that covers 120 billion Web mages (about three times as many as Google and ten times as many as Microsoft). Besides relying on superficial popularity of a Web page, Cuil analyzes and ranks pages based on their content and relevance and the groups similar results under different menus.
After you perform a search, Cuil will show you “Tabs” that suggest ways to clarify your search. In addition, you may see a “Explore By Category” panel on the right-hand side that provides you a list of subjects related to your search.. If you click on one, Cuil will direct you to this additional information. By looking at these suggestions, you may discover search data, concepts, or related areas of interest that you hadn’t expected.
Cuil provides you couple options on the Preferences. You can enable typing suggestions and perform a safe search that filters pornography or other objectionable material from your search results. Although the safe search cannot guarantee that all objectionable material are filtered out, it is helpful for teachers and students in K-12 settings.
So far, I like my search experience with Cuil. The interface is intuitive and the search process is fast with a return of good results and suggestions. The major weakness I experienced so far is the images on the search results seem completely random which often have nothing to do with the result entries. However, I will continue to try it out as my default search engine for the next few weeks.

Visit the site

Visual literacy

2008-07-23T11:37:00.000Z

What is visual literacy and is it different from visual thinking? I’ve been pondering that for a while now. I have absolutely no training in art or any form of visual literacy. I assume, I hope with some degree of accuracy, that visual literacy means, in parallel with textual literacy, knowing the history and current usage of images and colours so you can interpret them within a community of knowledgeable users. As I said, I’ve never studied art or visual stuff, but Jay Cross says 80% of learning is informal - and that’s where I’ve learned anything I know, visually.

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Control your cursor with a webcam

2008-04-25T10:38:00.001Z

Visit http://hrp.clusta.com/ to see how a webcam can replace the role of the mouse.

2008-01-15T22:28:00.000Z

Whitepaper: Second Life as an eLearning Platform
München (Ger), September 2007 – 3D simulations and serious games are attaining ever-increasing significance for the learning world. A special case of its own is the virtual world Second Life. The CHECK.point eLearning Whitepaper "Second Life as an eLearning Platform" seeks to contribute to the discussion about Second Life’s suitability as a technological platform for education and training. The study answers questions like "For which application scenarios is Second Life suitable?" and "Which topics can be implemented successfully in Second Life?"

Web 2.0 and the 3D Web (Virtual Worlds and Second Life)

2007-10-27T07:41:00.000Z

http://www.healthcybermap.org/sl.htm

Second Life in Education

2007-10-25T15:24:00.000Z

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Second life campus

2007-10-25T15:20:00.000Z

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Blended learning guide

2007-10-25T15:17:00.000Z

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Blended learning and personal learning environments

2007-10-25T15:03:00.000Z

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ODP Blended Learning Approach

2007-10-25T14:57:00.000Z

This month marks the 20th anniversary of Domestic Violence Awareness Month. The theme for this year's Department of Justice observance is Working Together to End the Violence. The Office of Justice Programs (OJP), is proud to work with our colleagues at the Department's Office on Violence Against Women (OVW) and our partners at the state and local level to end the violence. While we are highlighting our efforts related to domestic violence in October as a way to bring attention to this issue, it is important to remember that stopping this crime is our year-round priority.

It is estimated that about 1.3 million women and 835,000 men experience domestic violence annually. Victims of domestic violence can be of any age, sex, race, culture, religion, educational background, or employment or marital status. Children in the homes where domestic violence occurs are more likely to be abused and or neglected.

Photosynth

2007-08-16T11:37:00.000Z

Photosynth at TED Conference

In March of this year Microsoft Live Labs Architect, Blaise Aguera y Arcas spoke at the TED (Technology, Entertainment, Design) Conference in Monterey, CA. Blaise demonstrated Seadragon and Photosynth to an enthusiastic audience and painted a vision for how these
technologies will evolve in the months and years ahead. Watch the short video above to see some of the amazing ways these technologies will change the way you interact with your images in the future, and visitthe Photosynth site to try the latest collections from the team.

It's a world of possibilities

2007-07-30T13:21:00.000Z

Virtual campuses are springing up in Second Life, as universities discover the advantages of cyberspace. Jessica Shepherd reports Tuesday May 8, 2007The Guardian

In university lectures and tutorials, she is a slim blonde in her 20s by the name of Rosannalacey. At home, she is a little less slim, a little less blonde, aged 35 and called Rosanna Branch.
That's cyberspace for you. And it is here that more than two-thirds of Branch's classes for the masters course she is doing have taken place. Up to three times a week, her 3D animated alter ego has met those of her tutor and fellow students on Edinburgh University's cyber campus. They discuss ideas by typing in their characters' words, and fly across the cyberworld together to meet others with the same academic interests.
It is known as Second Life, an internet-based virtual world at least 6 million people have signed up to, where you can choose your appearance, age, gender and colour. And its use as a learning, teaching and research tool is to be debated at a conference in London on Friday run by the educational charity Eduserv.

Whether it has pedagogical power or not, UK universities are certainly starting to show an interest. Fifteen have already spent several thousand pounds on "land" in Second Life, its parent company Linden Lab reckons. Oxford University's computing service is running a six-month trial for university members. Leicester University bought "land" three weeks ago. Edinburgh and others beat them to it.

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Would like to meet

2007-07-30T13:17:00.000Z

A popular new site could see scientists exchanging ideas, posting data ... and even finding love online. Jessica Shepherd reports Tuesday July 3, 2007
The Guardian

Matt Brown, London editor of the Nature Network, a Facebook-style website for science academics. Photograph: Frank Baron

"Shall we have a meet-up in Halifax? Discuss blogging, science etc?" types Jason.
"I'd like to find an easy method to study the interaction of a known peptide with other unknown peptides," taps Carol.
Welcome to Facebook for professors, postdocs and PhDers in the sciences - otherwise known as Nature Network.

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Embedding eLearning in a Higher Education Institution

2007-07-21T13:35:00.000Z

Mark Stiles

Abstract
This paper discusses issues surrounding the "embedding" of
eLearning in a UK post-1992 University. For purposes of discussion,
eLearning will be considered fully embedded into an institution when
all policies, procedures, roles and responsibilities pertaining to the use
of eLearning are fully integrated – not just with each other, but with
those applying to "normal" practice. Whilst a full institutional "road
map" could be produced for eLearning, this would be done by
extracting the required information from policies, etc., covering the
institution holistically, rather than as a "special" set of eLearning
statements. Many of the components of practice covered by these
policies, procedures, roles and responsibilities are not (and some may
never be) implemented technologically. Embedding implies however,
that the technologies are employed seamlessly alongside them
Embedding also implies that eLearning has become part of the
culture of the institution, and is seen by teaching staff, learners,
administrators and managers (and all other stakeholders) as part of
normal working practice. Its use will be seen by teachers and learners
as part of the normal portfolio available to facilitate learning. Equally,
management and administrative practice will be aligned to the use of
eLearning, which is integrated into business systems and part of day-today
operations whilst also forming part of planning and strategy. The
issue of cultural embedding is one which, given experience so far, can
only be addressed in parts until "process embedding" is complete.

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Second life-Heart murmer sim

2007-07-16T14:05:00.000Z

Constructivist Pedagogy and How We Learn: Educational Psychology Meets International Studies

2007-07-02T13:10:00.000Z

Pedagogy in International Studies
Constructivist Pedagogy and How We Learn: Educational Psychology Meets International Studies
Scott W. Brown &
Frederick B. King

Constructivism and problem-based learning are two concepts that have recently been embraced by the educational community as teachers and professors are trained to meet the needs and demands of their students and the community at large. We discuss the assumptions and premises of constructivism and problem-based learning, and the findings of a study implementing these concepts with international relations as the content in a high-tech problem-based simulation called ICONS. The findings are discussed in terms of the constructivist problem-based learning model and the application to various content fields in education.

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Connection for health

2007-06-27T12:39:00.001Z

Better information where & when it's needed.

NHS Connecting for Health supports the NHS to deliver better, safer care to patients, via new computer systems and services, that link GPs and community services to hospitals.

NHS staff treating you will be able to find information - such as notes, x-rays or scans - quickly, easily and securely.

http://www.connectingforhealth.nhs.uk/

Elements of Effective e-learning Design

2007-05-21T10:04:00.000Z

Andrew R. Brown
Queensland University of Technology
Brisbane, Australia

Bradley D. Voltz
St Joseph's Nudgee College
Brisbane, Australia

Abstract

Preparing and developing e-learning materials is a costly and time consuming enterprise. This paper highlights the elements of effective design that we consider assist in the development of high quality materials in a cost efficient way. We introduce six elements of design and discuss each in some detail. These elements focus on paying attention to the provision of a rich learning activity, situating this activity within an interesting story line, providing meaningful opportunities for student reflection and third party criticism, considering appropriate technologies for delivery, ensuring that the design is suitable for the context in which it will be used, and bearing in mind the personal, social, and environmental impact of the designed activities. Along the way, we describe how these design elements can be effectively utilized by contextualizing them with examples from an e-learning initiative.

Flexing training facilities to meet peaks of demand

2007-05-17T08:59:00.000Z

With the various IT initiatives being introduced through NHS Connecting for Health, there is one common factor underpinning successful implementation; the ability to successfully train NHS staff in an effective, timely, cost efficient manner.
Whilst there have been some successes with the use of e-learning in the NHS, it is likely a great deal of training delivered for systems such as electronic care records, will be through instructor led training (ILT).
All local service providers are committed to programmes of
‘Train the Trainer’, as part of their contractual agreements. Many trusts have already identified - and started - to develop the internal staff for training delivery.

http://www.e-health-insider.com/Features/articles.cfm?docId=178

Croquet virtual 3D applications

2007-05-16T15:11:00.000Z

Croquet is a powerful open source software development environment for the creation and large-scale distributed deployment of multi-user virtual 3D applications and metaverses that are (1) persistent (2) deeply collaborative, (3) interconnected and (4) interoperable. The Croquet architecture supports synchronous communication, collaboration, resource sharing and computation among large numbers of users on multiple platforms and multiple devices.

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e-learning for in patients

2007-04-22T10:25:00.000Z

E-Hospital is a project funded by the Eropean Commission in the framework of the programme Socrates/Grundtvig 1.

Learning while in hospital.

Lifelong learning for all is declared policy aim of the European Union and its member states. One group of adults has been denied access to learning, though: Patients who are forced to spend a longer period at hospital due to severe or chronic illness. The potential benefits of learning activities during hospitalisation are undisputable:

Learning helps coping with isolation
opens a window to the outside world
eases reintegration into normal life and thus potentially contributes to patients mental and physical convalescence.

Why e-learning?

Computer-assisted learning has a great potential in this specific educational context. Hospital patients are restricted in their mobility and can therefore profit from being independent on the time-space coordinates of conventional face-to-face learning. Social interaction and joint learning activities with peers become possible with the help of virtual tools.

Second life

2007-04-21T09:06:00.001Z

Second Life is a 3-D virtual world entirely built and owned by its residents. Since opening to the public in 2003, it has grown explosively and today is inhabited by a total of 5,748,406 people from around the globe.
From the moment you enter the World you'll discover a vast digital continent, teeming with people, entertainment, experiences and opportunity. Once you've explored a bit, perhaps you'll find a perfect parcel of land to build your house or business.
You'll also be surrounded by the Creations of your fellow residents. Because residents retain the rights to their digital creations, they can buy, sell and trade with other residents.
The Marketplace currently supports millions of US dollars in monthly transactions. This commerce is handled with the in-world unit-of-trade, the Linden dollar, which can be converted to US dollars at several thriving online Linden Dollar exchanges.

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Microsoft help Cornwallis school to reach their potential

2007-04-21T08:05:00.000Z

Overview
Schools have spent many years learning how to use technology. This is now being turned around as teachers focus on using technology to learn – and to excite, motivate and improve standards. Two schools, Cornwallis School in Maidstone, Kent and Millennium Primary School in Greenwich, London were putting this to the test and finding out for themselves the benefits of mobile computing technology with the introduction of Tablet PCs as part of a pilot scheme organised jointly by Research Machines and Microsoft.

School Situation
Cornwallis School is a large, 11-18 technology college. Outstanding improvement in results have been achieved in recent years. Outcomes have improved from 2% five A*-Cs in 1989 to 68% A*-Cs in 2002. The school has a clear commitment to the development of ICT as a key tool to improve learning. ;The Millennium Primary School is a state of the art, purpose built school equipped with the latest information and communications technology. All schools in the Greenwich borough benefit from it’s IT capacity and it plays an important role in Greenwich LEA’s overall Information and Communications Technology strategy.

Watch the video

Evaluation of conferencing technologies for elearning

2007-04-21T07:18:00.000Z

ABSTRACT
Conferencing can be a cost-effective way of bringing education to learners who would
not otherwise have access to a course because of distance, cost or other inconveniences. It can also be used to augment learning by including guest lectures, interviews with experts, and panel
discussions. This paper evaluates four conferencing technologies from the perspective of enhancing the delivery of online courses, in particular by incorporating real time discussions, presentations or seminars. The analysis shows that each of the technologies has at least one advantage over the other three in particular educational scenarios.
Guidelines are provided for choosing the mostgroup of students might present a seminar.

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How the CUI programme is helping to shape the NHS desktop of the future

2007-04-19T08:37:00.000Z

When doctors, nurses and other staff log onto their computers in a few years’ time, what will they see? It’s not possible to say exactly. But a multi-million project led by Microsoft is providing some clues…

As part of its commitment to the NHS, Microsoft is investing £40 million in the Common User Interface (CUI) programme. This is a partnership initiative with NHS Connecting for Health, the agency in charge of ‘digitising’ the NHS, and some of the companies that build clinical software.

As its name suggests, one of the programme’s main aims is to create a more consistent “look and feel” for the systems that NHS staff use every day.

Andrew Kirby, the programme’s director, says this should help NHS staff because consistent software will be easier to learn and use. It should also deliver benefits for patients, by reducing the chance that mistakes will be made because of confusion over simple things - such as how a date is displayed.

Microsoft's NHS Common User Interface unveiled

2007-04-19T08:34:00.000Z

Microsoft UK has revealed the first fruits of its four year £40 million collaboration with NHS organisations to develop a Common User Interface for clinical applications, together with tailored versions of Microsoft applications for the health service.

The CUI programme is designed to help ensure that critical patient data such as drug information is displayed in a standard way improving staff efficiency and patient safety.

Adoption of the CUI should help ensure clinicians do not have to relearn systems every time they move. The CUI is intended to help the NHS get the most out of its investment in IT, by making it easier to roll out, maintain and use

At a London press demonstration last week Microsoft showed early screens from its new health service interface, demonstrating the potential benefits of a standard patient overview, together with prescribing screens that enable clinicians to easily identify the right patient and ensure they get the right drugs.

The demo included the first public sight of tools for improved clinical note taking, that include automatic prompting to allow notes to be coded with appropriate SNOMED CT codes at the point of capture. A vital step in the development of electronic patient records, and providing clinical knowledge support at the point of care.

Aim for the top with e-learning-5th April 07

2007-04-16T12:04:00.000Z

This article first appeared in EHI's E-Learning feature, sponsored by Microsoft. (click here for full feature)

IT training is a huge issue for the NHS. Billions of pounds are being spent on new computer systems nationally and locally - but the best IT in the world is no use if people cannot use it.

Many NHS organisations have recognised this problem, and commission training to support new IT deployments or changes in working practices.

How do online students differ from lecture students? Dutton & Dutton 2002

2007-04-04T08:39:00.000Z

ABSTRACT
This study has two primary objectives. First, we want to know how students who enroll in online classes differ from their peers in traditional lecture classes. Our second objective involves both exploring what factors influence performance among online students, as well as whether those factors differ for online and lecture students. Our comparisons are of two large sections of a course in computer programming for which almost the only difference was that one section consisted of on-campus lectures, and the other section was online. We find that online students do differ from lecture students in a number of important characteristics. However, when we examine class performance and course completion, we find that the factors which influence performance seem to have a stronger impact on lecture students, but we cannot reject the hypothesis that factor coefficients are the same for the two

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Media Zoo, Professor Gilly Salmon

2007-03-30T11:41:00.000Z

Welcome to the media zoo.

The Media Zoo is open, online and on-campus, for you to come
and explore with your colleagues.

Experience, interact and understand the collection of
technological ‘wildlife’ on display.

Exhibits include the safe and familiar as well as species new to captivity.

Please come in. Explore the relationship between technological
creatures and your online educational world...

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Universities adapt to a shrinking world

2007-03-29T15:46:00.000Z

Universities adapt to a shrinking world

As technology gives distance learners easier access to their institutions, it is helping campus-based students to study on the move. Stephen Hoare checks out the leading platforms behind this convergence .

The distinction between distance learning and studying on campus is becoming increasingly artificial. While providers of distance learning such as the Open University are boosting the quantity and quality of face-to-face seminars, traditional bricks-and-mortar institutions are supporting students on and off campus through virtual learning environments (VLEs) based on commercial or open access platforms.

Universities now operate learning platforms on which students access multimedia course material and self-study tutorials online. The platforms - in effect, giant online libraries - might also include student bulletin boards and forums as well as chat rooms that can be used by staff and students to supplement tutorials. Peter Scott, head of new media at the Open University's Knowledge Media Institute, says: "These technologies are enhancing traditional face-to-face contact, rather than replacing it. At the OU we call our offering 'rich blended learning'."

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AIM for the top with e-learning from microsoft

2007-03-28T13:25:00.000Z

The NHS is making a massive investment in IT - but its staff need training to get the most out of it.

Microsoft has recognised this by creating an NHS Resource Centre that includes an innovative e-learning platform that delivers training in some of the company’s major software applications.

John Coulthard, head of healthcare at Microsoft UK, says the new resource recognises that NHS staff need flexible methods of learning, because of their heavy workloads and unusual hours.

“Our e-learning is designed so that people can access it from anywhere with an Internet connection,” he says. “And they do not have to complete a whole course at one sitting. They can save their progress and return later.”

Three sets of courses are currently being offered, in Microsoft Office 2003, SharePoint 2003 and InfoPath 2003. All of them are free to anyone with an NHS email address; although staff will benefit most if they have already undertaken more basic training, such as ECDL.

The e-learning initiative is only one of the features of the NHS Resource Centre site, which also provides news, advice and guidance to people interested in NHS IT. It can be accessed at: www.microsoft.com/uk/nhs.

From http://www.e-health-insider.com/Features/Microsoft/

Would you believe it? - People actually like e-Learning by Clive Shepherd 04 June 2004

2007-03-26T07:59:00.000Z

Rather unsettling news has been reaching the training community in the past few months; so unsettling that many trainers are in a state of complete denial. The news emanates in particular from two major surveys, conducted by the UK magazine e-Learning Age and the international e-learning content provider SkillSoft. These surveys are suggesting the unthinkable; that ordinary employees of major organisations (not techies or teenagers) actually like e-learning. They like it enough to do it again and again, and to recommend that others do the same. E-learning was not meant to be like this!

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The 5 stage model

2007-03-24T07:55:00.000Z

The 5 stage model

This model, how it was researched and developed, is explained in much more detail in chapter 2 of the book. Here’s a summary: Individual access and the ability of participants to use CMC are essential prerequisites for conference participation (stage one, at the base of the flights of steps). Stage two involves individual participants establishing their online identities and then finding others with whom to interact. At stage three, participants give information relevant to the course to each other. Up to and including stage three, a form of co-operation occurs, i.e. support for each person’s goals. At stage four, course-related group discussions occur and the interaction becomes more collaborative. The communication depends on the establishment of common understandings. At stage five, participants look for more benefits from the system to help them achieve personal goals, explore how to integrate CMC into other forms of learning and reflect on the learning processes.
Each stage requires participants to master certain technical skills (shown in the bottom left of each step). Each stage calls for different e-moderating skills (shown on the right top of each step). The “interactivity bar” running along the right of the flight of steps suggests the intensity of interactivity that you can expect between the participants at each stage. At first, at stage one, they interact only with one or two others. After stage two, the numbers of others with whom they interact, and the frequency, gradually increases, although stage five often results in a return to more individual pursuits.

Teaching in an Online Learning Context

2007-03-24T07:35:00.000Z

Chapter 11
Teaching in an Online Learning Context
Terry AndersonAthabasca University

This chapter focuses on the role of the teacher or tutor in an online learning context. It uses the theoretical model developed by Garrison, Anderson, and Archer (2000) that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence. This model was developed and verified through content analysis and by other qualitative and quantitative measures in recent research work at the University of Alberta (for papers resulting from this work see Anderson, Garrison, Archer & Rourke, N.d.) (http://www.atl.ualberta.ca/cmc).

Learning and teaching in an online environment are, in many ways, much like teaching and learning in any other formal educational context: learners' needs are assessed; content is negotiated or prescribed; learning activities are orchestrated; and learning is assessed. However, the pervasive effect of the online medium creates a unique environment for teaching and learning. The most compelling feature of this context is the capacity for shifting the time and place of the educational interaction. Next comes the ability to support content encapsulated in many formats, including multimedia, video, and text, which gives access to learning content that exploits all media attributes. Third, the capacity of the Net to access huge repositories of content on every conceivable subject—including content created by the teacher and fellow students—creates learning and study resources previously available only in the largest research libraries, but now accessible in every home and workplace. Finally, the capacity to support human and machine interaction in a variety of formats (text, speech, video, etc.) in both asynchronous and synchronous modalities creates a communications-rich learning context.

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VoIP 'Revolutionises' Welsh University Health Informatics Team

2007-03-20T13:57:00.000Z

The implementation of voice over internet protocol (VoIP) at the University of Wales Health Informatics team has brought the department out of the dark ages and revolutionised its communications. BT put forward the Mitel 3300 Integrated Communications Platform (ICP) which brought together the wide variety of media utilised at the department.

Before the system was implemented, the team had been using the legacy phone system at Swansea's Morriston Hospital, which did not cater to the busy department's needs and activities, which included both voice and office applications, as well as video conferencing.
The team also did a lot of homeworking and it was therefore important to have technology that adequately allowed for remote access, website publictechnology.net reports.
Speaking to the website, head of the health informatics team Barry Goldberg said: "The hospital phone system could not deliver the functionality that we required to transform the way we work."As far as possible we wanted the team's communications needs managed as an integrated whole, irrespective of whether we were on the move or in the office."
Now, there is sufficiently advanced technology to allow for hot-desking, thanks to the Mitel IP phones. Mr Goldberg said: "Our people hot-desk extensively and when they are at home their office is transferred there to0."

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Hofmann J (2004)The Synchronous Trainer's Survival Guide :

2007-03-19T09:03:00.000Z

Hofmann J (2004)The Synchronous Trainer's Survival Guide : Facilitating Successful Live and Online Courses, Meetings, and Events . San Francisco John Wiley & Sons, Inc. (US),

About This Book

Why Is This Topic Important?
Live online learning is no longer just a "hot trend"—it is a training delivery method that is here to stay. The ability to interact with people all over the world in real time has become a critical success factor for training and education. While the technology has reached an early stage of maturation, best practices on how to utilize the technology have not been established. Trainers are faced with a new set of challenges: How do you actively engage participants who are in remote locations? How do you minimize their feeling of isolation? How do you effectively utilize the collaboration tools available in the virtual classroom? This book provides practical, real life tips and techniques to assist trainers in delivering successful synchronous events.

What Can You Achieve with This Book?
Let’s face it—almost ALL synchronous trainers are new to the medium. And after organizations spend tens of thousands of dollars on technology, they want synchronous events up and running in a short period of time. Using the tips, techniques, and resources discussed in this book, the length of time to mastery can be drastically reduced. The practical guid-ance will help trainers feel good about the medium because it provides information that they can use immediately to make synchronous events successful.

Massively Multi-learner Online Learning Environment (MMOLE)

2007-03-19T08:01:00.000Z

Massively Multi-learner Online Learning Environment: MMOLE is a genre of computer generated learning environments in which large numbers of learners interact with each other in a virtual three-dimensional (3D) world with the goal of learning.

Learners assume a certain appearance through the creation of an avatar. These avatars are controlled through a computer keyboard and/or mouse. The avatars are able to move independently through the virtual environment. As the learner moves through the environment the computer generates new graphics in real-time to give the learner feedback on their position in the environment and the actions taken by themselves and others within the environment.The learning can occur formally through a class-like environment or a scripted simulation or the learning can occur informally through chats, wikis or blogs contributed by the learners interacting within the environment and each other.

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New virtual hospital -PULSE

2007-03-17T07:38:00.000Z

Students are learning from a computer simulation that borrows elements from shoot-'em-up games. But don't call it a video game. Five years ago, Claudia Johnston had a eureka! moment. She was walking through a big-box electronics store and stopped to play a first-person shooter video game running on a floor-model TV. Johnston, who holds a PhD in nursing, had never played one before. She immediately realized that the experience of playing high-tension games like Half-Life or Doom was similar to that of navigating multiple challenges in a chaotic hospital setting.

Read the full story

Slide show here

Why lurkers lurk.

2007-03-11T11:02:00.000Z

Nonnecke, B. & Preece, J. (2001) Why Lurkers Lurk. AMCIS Conference, Boston, June

Abstract
The goal of this paper is to address the question: ‘why do lurkers lurk?’ Lurkers reportedly makeup the majority of members in online groups, yet little is known about them. Without insight into lurkers, our understanding of online groups is incomplete. Ignoring, dismissing, or misunderstanding lurking distorts knowledge of life online and may lead to inappropriate design of online environments. To investigate lurking, the authors carried out a study of lurking using in-depth, semi-structured interviews with ten members of online groups. 79 reasons for lurking and seven lurkers’ needs are identified from the interview transcripts. The analysis reveals that lurking is a strategic activity involving more than just reading posts. Reasons for lurking are categorized and a gratification model is proposed to explain lurker behavior.

Read more here

Mashups!

2007-03-06T09:40:00.000Z

Chris wanted to know what mashups were at the CPD day last week.

Here is a posting on TechCrunch which gives details of 5 of the services which allow you to mix and remix (mashup)data.

CPD Template

2007-02-27T17:02:00.000Z

Thank you to Peter for sharing the new CPD template for our e-learning modules. The template has a good structure and will support many of us creating a uniform approach.

We welcome in further comments that you may have regarding the template, so please leave a comment below.

Brian

EVALUATION: CPD e-learning day at SILK HOUSE COURT

2007-02-27T16:52:00.000Z

Today we explored many examples of what e-learning is or could be in the future. There were discussions around the use of the 'discussion' - online communities and whether they were effective or not. We consider the impact on student learning and retention if they did not have a choice in deciding which module to take, i.e face-to-face ot online.
The day concluded with a small group being established who will be guided by Graham.
I would like to thank all the speakers who took time out to present, and my colleagues for the engaging debates.

We would be grateful if you could let us know if the day was useful.

Best wishes

Brian

Virtual communities

2007-02-26T08:07:00.000Z

Entering a virtual community can be confusing for a new user. In his article "Nine Principles for Making Virtual Communities Work" (located on HotWired!), Mike Godwin (mnemonic@eff.org) suggests "it's a bit like being dropped in the middle of Manhattan without a map or a guide and trying to find a place you want to live."

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e-Learning and Continuing Professional Development Conference: 19th June 2006, London

2007-02-22T20:16:00.000Z

Opening Address: Nigel Smith DFES
e-Learning standards and teacher education: John Clossick, Life Long Learning UK
Towards a new professionalism, eCPD within a career commitment to professional development: Lee Davies, Inst. for Learning
Using ICT to support ITT: Tim Tarrant, The Training and Development Agency for Schools
LSN's perspective: John Stone, Chief Executive, Learning and Skills Network
PODCASTS OF ALL SPEAKERS

Read and hear more

Constructivist eLearning and Dyslexia

2007-02-22T19:53:00.000Z

Constructivist eLearning and Dyslexia: Problems of Social Negotiation in Text-Based Synchronous Environments

B. P. Woodfine, M. Baptista Nunes and D. J. Wright
Department of Information Studies, University of Sheffield., United Kingdom

Abstract
When addressing disabilities in educational contexts, e-learning, and the use of online learning activities,problems are raised beyond those of accessibility and web design. Networked learning, with its widelyproclaimed advantages (in bridging distances, accommodating different learning paces and catering fordiffering cognitive styles) may create barriers to students with cognitive disabilities in general, and dyslexia inparticular. Text-based synchronous activities may marginalise, demotivate and disappoint students withdyslexia who encounter difficulties in reading, spelling and argumentation. This paper presents the results of aresearch project which uncovers evidence to suggest that students with dyslexia are less likely to thrive in a synchronous e-learning environment. Specifically, the paper reports on an experiment undertaken withstudents when engaged in an authentic synchronous problem-based learning activity.

Interesting Health e-learning site

2007-02-21T16:29:00.000Z

Margaret Woods and Angela Whelan have found an interesting health site.

The Intute: Virtual Training Suite provides free Internet tutorials to help you learn how to get the best from the Web for your education and research.

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CHRISTIE (2003) TOWARDS A PEDAGOGY OF E-LEARNING

2007-02-19T09:37:00.000Z

Abstract
In this paper we argue for the need of a pedagogy of e-learning. The same fundamental questions that are asked of traditional university pedagogy need to be asked of e-learning but,in addition, the potential for a radically different, more innovative pedagogy has to be explored. E-learning is made possible by a revolution in information communication technology. Changes occurring as a result of the revolution continue at an exponential rate. The most obvious change as far as tertiary education is concerned involves the expansion of off-campus courses. E-learning is here to stay both as a support for face to face teaching and as the main means of distance education. Good pedagogy can inform and be supported by good ICT. Poor pedagogy can subvert the very point of using good ICT. A combination of bad pedagogy and bad ICT is a disaster for the future of elearning.

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CPD staff 'time out' day- Feb 2007

2007-02-07T14:39:00.000Z

The day is planned for Tuesday 27th February 2007 at Silk Court, Liverpool. 9.15am -4.00pm

The intention of the day is to plan the way forward with e-learning integrated into our module/subjects. Opportunities will be available for staff to debate and share any concerns with e-learning developments. The day will include examples of e-learning within Edge Hill University.

Please post any comments/concerns/ideals or thoughts on this blog.

Book by Alan Clarke

2007-02-02T12:45:00.000Z

E-Learning Skills :Alan Clarke

Synopsis
The popularity of e learning courses those that offer education via the Internet, network, or standalone computer is growing. Such courses benefit both students and educators by offering more flexibility about the place, pace and time at which to study, making education more widely accessible. However, to take advantage of these benefits, students and educators must extend and develop their existing skills. This book covers all the main topics of e learning, has a glossary of e learning terms and includes many practical activities to actively engage the reader. It will be an essential guide for students on e learning courses, and will be of interest to educators and course providers offering such courses.

Product details

Paperback: 258 pages
Publisher: Palgrave Macmillan (31 Jul 2004)
Language English
ISBN-10: 1403917558
ISBN-13: 978-1403917553

Amazon details

A Framework for evaluation of e-learning

2007-01-31T18:45:00.000Z

This report proposes a model for the whole life-cycle of e-learning, from the formation of initial ideas through planning, development, delivery, review, revision and so on until the course is terminated, that explicitly supports evaluation. One aim is to identify the critical points for evaluation. By critical points, we mean those which can have the desired impact on quality
enhancement. The reason to focus on evaluation in developing a life cycle model is that there are good reasons why the evaluation process should drive the development of any e-learning product.

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E-learning Research Centre

2007-01-31T18:35:00.000Z

The eLRC is based across three locations - the HE Academy, the University of Manchester and the University of Southampton. The ethos of the centre is based around the notion that “research problems” should come directly out of “operational problems” and that the research results are fed back in good time to bring operational benefits to the higher education community as a whole.

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Mind learning Framework

2007-01-29T11:40:00.001Z

An interesting website http://www.salt.cheshire.gov.uk/mfl/index.htm for thinking skills, multi sensory inputs, learning mind state and much more.

Winter elearning! magazine

2007-01-24T21:05:00.000Z

Read the latest elearning! magazine online by clicking here

Welcome

2007-01-23T12:49:00.000Z

Welcome to the EHU E-learning blog.
On-line education has been well documented (e.g. Cramphorn, 2004; Fox and MacKeogh, 2003;Weller, 2002; Harasim et al, 1995; Rowntree, 1995; Eastmond, 1995; Rohfeld & Hiemstra, 1995 and Jonassen, 1996) and continues to be explored by many academics. Not surprisingly therefore, the demand for online learning continues to rise (Bonk 2004) with many new university learners being exposed to online learning for the first time during undergraduate and postgraduate studies.

The intention of this blog is to share resources and discuss e-learning primarily from a pedagogical approach. Technological issue will be touched on but will be redirected to a member of the SOLSTICE team.

If you wish to contribute to the postings please send an email to smithb@edgehill.ac.uk or leave a 'comment' below the postings.

Best wishes

Brian.