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1. Ma msl 8 EH IMAGE 5 SAVE ANIMATED GIF ASSIGNMENTS e Open a picture processing software like Photoshop Elements Gimp or Picasa or the one bundled with your com puter and try it out by testing all settings mentioned above e Take a picture with a digital camera and upload it to your computer Save a selection of it for the Web The size should be 320 x 240 pixel inch e Make a screenshot and save a selection of it for the Web e Create a logo for your digital learning environment Resources and reference material Adobe Photoshop CS3 Editions Digital Image Editing Software http www adobe com products photoshop photoshop Adobe Adobe Photoshop Elements www adobe com products photoshopelwin GIMP The GNU Image Manipulation Program www gimp org GIMPshop com A GIMP hack by Scott Moschella www gimpshop com Picasa http picasa google com PNG Portable Network Graphics home page www libpng org pub png The JPEG committee home page www jpeg org WIKIPEDIA 24 05 09 Image File Formats WWW Wikimedia Foundation Inc http en wikipedia org wiki Image_file_formats 19 05 08 WIKIPEDIA 21 05 09 Graphics Interchange Format WWW Wikimedia Foundation Inc http en wikipedia org wiki GIF 19 05 08 WIKIPEDIA 24 05 09 JPEG WWW Wikimedia Foundation Inc http en wikipedia org wiki JPEG 19 05 08 WIKIPEDIA 23 05 09 Portable Network Graphics WWW Wikimedia Foundation
2. YAHOO stacy http search yahoo com cc nes Lea ieee 13 04 2009 12 04 Repositories Repositories are basically electronic libraries There are many different sorts Institutional repositories may be set up by universities to collect store and publish their research output Software repositories are storage locations from which software packages may be retrieved and installed on a computer An information repository is another level of data storage that combines lots of other repositories and weeds out duplicates and reclassifies the files into a single system There have been a series of initiatives to set up repositories of Open Educational Resources where teachers can both find and contribute resources However finding the materials you want is still not always easy You can use Google or another search engine or you can use one of the growing number of lists or portals which provide access to re positories of Open Educational Resources UNESCO provides a comprehensive directory on its wiki on Open Educational Resources http oerwiki iiep unesco org index php title Main_Page CcLearn also has database of educational projects and organizations providing Open Educational Resources opened creativecommons org ODEPO List of repositories f ick r www flickr com creativecommons 13 04 2009 12 04 f ic k r e www flickr com search advanced 13 04 2009 12 04 http commons wikimedia org wiki Category mages 13 04 2
3. THE PEDAGOGY OF E LEARNING If you have worked through the first part of the book and implemented even one of the ideas in it then you will al ready be a long way down the path to understanding e learning By now you will realize that E learning need not be about students logging in to an on line course or working through a CD Rom based training programme although it can bel it is also about pupils and teachers working to gether to explore how they can use technology to help them learn E learning is about doing It needs to be hands on for you and for the pupils in your class and the first part of this handbook was to get you started on the doing Section 2 of this handbook is quite different It moves away from the practice and focuses on some background ideas about e learning It looks at the whole range of methods we loosely call e learning and how it can be orga nized and structured Sections 3 and 4 will return to more hands on stuff TACCLE handbook CHAPTER 13 DIFFERENT SORTS OF E LEARNING EEN LEARNING OBJECTIVES By the end of this chapter you should be able to e Describe some of the methodologies that are used in online learning e Summarise some of the advantages and disadvantages of the different methodologies e Decide which methodology is most appropriate for a specific situation e Explain some of the different ways in which e learning can be delivered E learning encompasses a whole range
4. making presentations The following hints might help Designing e Don t overload the slide with text People sometimes ask just how much information should you put on one screen The easy to remember answer is as much as you can get on the front of a T shirt e Stick to one basic font and choose a really common one especially if your presentation is being loaded onto another computer for the presentation As we have found out the hard way a lot of Mac fonts are not available on Windows and default to Courier This obviously affects text length and layout as well as aesthetics e Avoid page after page of the same layout especially the standard header plus long lists of bullet points format e Make maximum use of the blank page option and create your own page of carefully laid out images and text e Choose relevant photographs these can just be mood pictures and use these as background for text e For maximum impact try putting just one key word in white on a black background Or instead of a list of bullet pointed words on one screen use the same technique and put each word in the middle of a new black screen e If you have an internet connection when you are presenting make full use of the functionality of the software to link to video and audio clips add music etc Presenting e Puta blank slide at the start of your presentation before the title page This way you can be set up and ready to go in view s
5. Comics in education WWW Gene Yang www humblecomics com comicsedu history html 25 05 09 TACCLE handbook CS CHAPTER 25 PUBLISHING DIGITAL LEARNING OBJECTS LEARNING OBJECTIVES By the end of this chapter you should be able to e name a digital learning object properly e say what metadata is e add metadata to a digital learning object e publish a digital learning object to a weblog WHY PUBLISH Correct publishing is one way of making digital learning objects your learning content accessible to your students This chapter focuses on the technical aspects of exporting and importing your learning object from your system computer to another internet repositories and labelling it so that you can find and reuse it later on CORRECT AND CONCRETE FILE NAME It is important to name digital learning object files correctly Firstly you need to consider the character encoding You are limited to characters that belong to the ASCII American Standard Code for Information Interchange 1 amp 0123456789 e gt faABCDEFGHIJKLMNOPQRSTUVWXY6Z abcdefghijkimnopqrstuvwxyz l Another important feature is that some operating systems prohibit certain characters suchas 3 so try not to use them Give your learning object a concrete name Try to avoid long sequences of numbers and general descriptions such as IMG_4820474 jpg We already know it s an image from the jpg so
6. e Take one of your old boring PowerPoint presentations and give it a new lease of life with pictures downloaded from a repository e Publish at least 3 digital photographs you have taken that you like e Read the chapter on voicethreads in this handbook Resources and reference material Commoncraft 2008 Online Photo Sharing in Plain English WWW Commoncraft LLC www commoncraft com photosharing 19 05 09 Creative commons s d Wanna Work Together WWW Creative Commons http search creativecommons org 19 05 09 Wikipedia 2009 Photosharing WWW Wikimedia Foundation Inc http en wikipedia org wiki Photo_sharing 19 05 09 BubbleShare www bubbleshare com Flickr www flickr com Photobucket http photobucket com Picasa http picasa google com TACCLE handbook GI CHAPTER 12 TAGGING FOLKSONOMIES AND METADATA LEARNING OBJECTIVES By the end of this chapter you should be able to e Say what metadata is and how it is relevant in e learning e Explain the concept of tagging and how this is translated into practice e Describe how folksonomies are created how they differ from taxonomies and how they work e List the advantages and disadvantages of folksonomies e Explore the implications for teachers and for teaching and learning WHAT IS METADATA Metadata folksonomies and tagging are all devices we can use to label data we store on the web on networks of computers and on our own compute
7. Administrative competences to ensure sure smooth operations and reduce teacher and learner overload Subject competences to provide appropriate learning input and meet the require ments of the institution Design competences to ensure successful learning outcomes 2 Facilitation competences to provide social benefits and enhanced learning 2 Assessor competences to ensure that learners know how they are progressing Technical competences to ensure that barriers due to technical components are overcome Image Competence frameworks image made with Comic Life Administrative competences If you ask teachers how their roles have changed the first response of most of them is that the administrative bur den has become much heavier and the amount of paperwork has increased enormously lesson plans schemes of work registers assessment rubrics worksheets competence statements reports pupil profiling evaluation and the rest take up a large part of a teachers time The introduction of e learning can create even more administrative demands filing tagging bookmarking etc but some e learning technologies are designed to make this job easier Most universities and many schools and colleges use applications that track students through the system record their learning and their achievements store dig ital learning materials and provide a platform for students and teachers to share their work These are often called Lear
8. Inc http en wikipedia org wiki Portable_Network_Graphics 19 05 08 TACCLE handbook ON CHAPTER 24 CREATING CARTOONS AND COMICS LEARNING OBJECTIVES By the end of this chapter you should be able to e Consider the use of cartoons and comics for learning e Discuss how cartoons and comics could be used in different learnng contexts e Experiment with on line tools for creating cartoons and comics WHY CARTOONS Cartoons and comics are not a new medium for teaching and learning They have been around since 1950 and have been successfully accepted across generations Cartoons and comics have also made their way into the classroom although this is still a field that requires a lot more exploration As a teacher one of your biggest challenges is to make school more appealing Cartoons and comics are a great way of doing this and one which students can relate to The good news is that the latest learning technologies mean that you can produce cartoons and comics very easily which is good fun for the teacher and fun for the learners They are also a novel way of stimulating creativity and getting students involved in creating their own content with the op tion of publishing them online and making their work available to a wider audience We have found that cartoons and comics can also be a really powerful way of engaging the visual learners TACCLE handbook SOFTWARE There are several excellent programmes that are available o
9. Social bookmarking can also be susceptible to corruption and collusion Due to its popularity some users have started considering it as a tool to use along with search engine optimization to make their website more visible The more often a web page is submitted and tagged the better chance it has of being found Spammers have started bookmarking the same web page multiple times and or tagging each page of their web site using a lot of popular tags obliging developers to constantly adjust their security system to overcome abuses 2 Golder Scott A Hubermann Bernardo A 2006 The Structure of collaborative Tagging Systems WWW Information dynamics Lab HP Labs www hpl hp com research idl papers tags tags pdf pdf rapport 19 05 09 TACCLE handbook Compromise with top down taxonomies It is possible that the differences between taxonomies and folksonomies have been overestimated A possible solution to the shortcomings of folksonomies and controlled vocabulary is a collabulary which can be conceptualized as a com promise between the two a team of classification experts collaborates with content consumers to create rich but more systematic content tagging systems A collabulary arises in the way a folksonomy does but it is developed in a spirit of collaboration with experts in the field The result is a system that combines the benefits of folksonomies low entry costs a rich vocabulary that is broadly shared and comprehensi
10. This is true whether or not the material itself is formatted in HTML embedded in the web page e g as a video or linked from the web page for downloading Je g PDF You need to copy the HTML you received when you chose your license and paste it into the web page that is hosting your resources You need to insert it into the bit of the web page HTML which speci fies the page design If you are using web publishing software you should be able to toggle to the code view and then just paste the licensing HTML in directly TACCLE handbook OI More than one object on a page If you have more than one educational object on a page under different licences each licensed object should have separate licence information associated with it If all of the resources you are publishing on a single website are li censed under the same CC licence you can copy the HTML from the licence chooser and paste it into your website s template e g in a footer or sidebar area After saving the template the chosen licence information should appear everywhere on your site Whether you have added licence information to a single page or an entire site once it is live on the Internet the li cence information and the licence status will be displayed automatically so there is nothing else for you to do For audio video PDF paper and other publications We recommend you publish a web page with licens ing information about your material see above even
11. Visual learners need lots of graphic illustrations to understand concepts and relationships Verbal learners may prefer text or narration Think through each bit of your design and whether learners with differing learning styles will benefit equally Test your designs on real users This applies to both the instructional design and the user interface with all its icons buttons and navigational fea tures Your personal concept of usability may not apply to your target audience Test your design out with a group of your students at each stage The developers maxim is test early test often Badly designed material makes learn ers resentful and frustrated and creates a barrier to learning which often spills over into the future and affects their attitude to e learning in general Remember the sequence Listen plan design test build deliver observe and refine Planning for reusability Our experience has been that the content the specific words pictures and other representations of particular ideas is cheaper to create and more expensive to recycle than the design and programming which presents the content in a learnable way So if you want to recycle your work and make the investment of time worthwhile focus on the de sign of the container or shell into which you can easily drop different content in the future For example if you are a language teacher and want students to learn new vocabulary you might start with a
12. Why Personal Learning Environments Despite the hype take up of e learning has been slow and patchy E learning has failed to realise expectations in terms of both the speed of implementation and acceptance by learners One simple explanation is the failure of pre vious generations of learning technology There are probably several reasons for this poor design of learning en vironments a lack of attractive learning materials teachers who have not been taught how to use the technology a lack of interactivity and the perceived social isolation of learners Personal Learning Environments may simply offer a new chance and a new approach where previous attempts have failed The influence of social software The last five years has seen a rapid rise in social software Social software marks a big change in our use of comput ers Instead of just consuming material we can now create it Each one of us can with minimal skill make a video on our mobile phone load it on to YouTube then post a notice on My Space or send a link to the video to our friends on Facebook and write about it in our blog We can share our photographs our favourite bookmarks our slide presen tations and our thoughts quickly and easily We can decide who sees our creations who can use them and how they can use them And if we cannot do it the pupils we teach certainly can Young people are increasingly using technology for creating and sharing and for social networking
13. from an internet service provider s mail storage servers CMYK e Stands for Cyan Magenta Yellow and Black the colours of the inks in a colour printer Use this colour mode for reproducing images in print Code e Commonly used short form of source code which is the set of instructions a programmer uses to communicate with the computer Source code is programming language that can be read by humans as well as by the computer A programme s source code is the collection of files needed to convert from human readable form to some kind of computer executable form using an executable file on a compiler or executed on the fly from the human readable form with the aid of an interpreter Collaborative Learning Environment e Web based learning environment that enables the users to work together See also collaborative software Collaborative software e A form of social software also known as groupware Although the technology underpin ning collaborative software is essentially the same as any other social software the term is usually reserved for software designed to support co operative information sharing systems used by people working in the same organi sation or involved in a common task for example shared diary and calendar applications wikis etc The distinction between social software and collaborative software is in the in uses not in the actual tools Collabulary e A team of classification experts collaborates with content consumers
14. A research study found that 56 of young people in America were using computers for creative activities writing and posting on the internet mixing and constructing multimedia and developing their own content VLEs and LMS systems were designed albeit unintentionally in a way which isolates learners within institutional class and subject bound groups and actually prevents the open social networking that characterises the ways in which we are using computers to communicate today Because social software is so important we have included a whole chapter about it Chapter 8 1 If you are not familiar with social software Chapter 8 of this handbook explains the concept in more detail If you have worked through the book from the beginning the software applications you encountered in the first part are all social software applications 2 LENHART A amp MADDEN M 02 11 05 Teen Content Creators and Consumers WWW Pew Internet amp American Life Project http www pewinternet org media Files Reports 2005 PIP_ Teens_Content_Creation pdf pdf pdf rapport 20 05 09 TACCLE handbook Lifelong Learning A third reason for the increasing support for Personal Learning Environment is the impact of changing patterns of em ployment We are all aware that young people were trained for a job which they had for life Now we expect people to have lots of jobs Moreover those jobs will change as new technologies become available and worke
15. BLOG VOICETHREADS LEARNING OBJECTIVES At the end of this chapter you will be able to e Say what a voicethread is e Create a digital conversation e Use voicethreads in your teaching DIGITAL DIALOGUE Digital dialogue is part of everyday life for today s students It started with e mail and text messaging on mobile phones and progressed to instant messaging Skype and synchronous video web conferencing Personal relation ships that used to be developed in school playgrounds and friendship networks around your own neighbourhood are now acted out in Facebook and MySpace While the format may be different the purpose remains the same young people are forming identities and are driven to connect Helping students learn using digital conversations is very effective It is a context they are familiar with even if we are not and for them the social dimension is a bonus VOICETHREADS One of the best free tools we have found for teachers and students is Voice Thread This is not only the name of the software but also a voicethread is used to describe the content you produce Voicethread describes itself as A tool for having conversations about media A voicethread is an online media album that can hold essentially any type of media images documents and videos and allows people to make comments in 5 different ways using voice with a microphone or telephone text audio file or video with a webcam and share them wit
16. BubbleShare are also excellent for storage and management but flickr is the largest and claims to have over 3 billion pictures in its repository However you need to know that there are also desktop applications whose sole function is sharing photos gener ally using peer to peer networking There are applications that allow you to email photos for example by dragging and dropping them into pre designed templates These may include their own photo sharing features or integration with other sites for uploading images to them Some also provide a contact list which can be used to control image access for a specific set of users Photo sharing is not confined to the web and personal computers but is also possible from portable devices such as camera phones using applications that can automatically transfer photos as you take them to photo sharing sites and photo blogs either directly or via MMS Some cameras now come equipped with wireless networking and simi lar sharing functionality Privacy Normally sites provide both public and private image storage When you upload a picture you will be able to set pri vacy controls that determine who can view the image A photo can be flagged as either public or private Private im ages are visible by default only to the up loader but they can also be marked as viewable by friends and or family Privacy can also be affected if you add photographs to a group pool If a group is private all t
17. CC licenses to your works Either you can publish your work to a website that ap plies a licence for you or you can publish your work yourself and manually apply a licence using the CC licence choos er The simpler choice is to publish your work using an online content sharing service that supports CC licensing Many of these services are listed on the Creative Commons site wiki creativecommons org Content_Directories If you choose to publish your work to a blog wiki or website yourself you will need to use the Creative Commons li cense chooser Not only does this allow you to choose what permissions and restrictions you want but it also selects a licence compatible with the law of the country in which you are living Follow the steps below Step 1 Go to the Creative Commons website at http creativecommons org Step 2 In the upper right hand corner click on the License your work icon ae Step 3 On the left side you will see a section entitled License Your Work Under that heading there is a box where you are asked two questions each with specific answers to choose from i 000o TACCLE handbook Question 1 Allow commercial uses of your work If you answer Yes then you will not get a licence with the Non Commercial NC restriction If you answer No then you will get a licence with the NC restriction For additional information regarding the NC term please look at the ccLearn FAQ http le
18. Does the assessment reflect multidimensional learning rather than simply cognitive learning e Are the standards to be achieved clearly set out and the levels of achievement defined e Is there room for qualitative comment as well as quantitative judgments e Does the assessment pay attention to process as well as product e Is the assessment integrated in the learning process e Is there opportunity for learner participation and self evaluation e Is there an opportunity for peer evaluation 4 MCLOUGHLIN C amp LUCA J 2001 Quality in Online Delivery What Does It Mean for Assessment in E Learning Environments WWW Ascilite www ascilite org au conferences melbourne01 pdf papers mcloughlinc2 pdf pdf rapport 20 05 09 TACCLE handbook OG ASSIGNMENTS e Download an open source assessment package such as TCExam and use it to design a simple assessment for your class e Get you students to use the software and design an assessment for themselves e Get your pupils to post up one question about a topic on a group blog or on Facebook Ask each student to answer any 2 questions posted by other people Give marks for the quality of the questions not the answers Resources and reference material ALLAL L L valuation formative dans un enseignement diff renci Berne Lang 1979 BLACK P E amp WILLIAM D Inside the black box raising standards through classroom assessment Phi Delta Kappan 80 1998 2 p 139
19. PERSONAL LEARNING ENVIRONMENT TO DO There are many different tasks we perform when we learn A Personal Learning Environment should help us do this and the functions of a PLE should be closely linked to the learning tasks This list is not intended to be exhaustive but provides some ideas about how PLEs could support learning Accessing searching One of the major things we use computers for in learning is accessing and searching for information Whilst Google has greatly improved searching it is far from perfect We need to be able to search inside documents in a way we cannot at the moment And of course we need to be able to access and search our own computers and possibly those of our peer network We need to be able to search inside audio and video files which is as yet problematic Perhaps most importantly we need to be able to find people Accessing and searching poses many challenges for software developers and a lot of ethical issues Aggregating and scaffolding A second use of a Personal Learning Environment could be for aggregating the outcomes of our learning activities Aggregation is about bringing things together This may include bringing together documents different media peo 3 From Old German glais TACCLE handbook E ple or our own work However aggregation is more than simply producing a database It should allow us to bring information and knowledge together in a meaningful way At the same time the process
20. THE VIEWS ONLY OF THE AUTHORS AND THE COMMISSION CANNOT BE HELD RESPONSIBLE FOR ANY USE THAT MAY BE MADE OF THE INFORMATION CONTAINED THEREIN PROJECT COORDINATION JENS VERMEERSCH WITH THE HELP OF VEERLE DE TROYER AND HANNELORE AUDENAERT TACCLE BY JENNY HUGHES GRAHAM ATTWELL SERENA CANU KYLENE DE ANGELIS KOEN DEPRYCK FABIO GIGLIETTO SILVIA GRILLITSCH MANUEL JES S RUBIA MATEOS SEBASTIAN LOPEZ OJEDA LORENZO SOMMARUGA NARCISO J IMEZ TORO JENS VERMEERSCH IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION NON COMMERCIAL SHARE ALIKE 2 0 BELGIUM LICENSE TACCLE handbook TABLE OF CONTENTS Preface Introduction SECTION 1 GETTING STARTED Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 What is e learning Tools that are useful for communicating and creating e learning content Weblogs Wikis Podcasting Video sharing web sites YouTube Presentation sharing software Social bookmarking Digital conversations Group audio blog Voicethread RSS reader for newsfeeds Image sharing Taxonomies folksonomies and metadata SECTION 2 THE PEDAGOGY OF E LEARNING Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Different sorts of e learning The role of the teacher in e learning Target groups Assessment Trends and directions in e learning pedagogy social software and web 2 0 SECTION 3 LEARNING ENVIRONM
21. WWW Wikimedia Foundation Inc http en wikipedia org wiki Blog 23 06 08 List of blogging terms WIKIPEDIA 08 05 09 Glossary of blogging WWW Wikimedia Foundation Inc http en wikipedia org wiki Blog 23 06 08 WIKIPEDIA 08 05 09 Micro blogging WWW Wikimedia Foundation Inc http en wikipedia org wiki Micro_blogging 23 06 08 WIKIPEDIA 08 05 09 Online diary WWW Wikimedia Foundation Inc http en wikipedia org wiki Online_Diary 23 06 08 TACCLE handbook CHAPTER 4 WIKIS a LEARNING OBJECTIVES By the end of this chapter you should be able to e Say what a wiki is and explain the philosophy of a wiki e Describe a wiki s basic structure and the software that can be used to create one e List some advantages and disadvantages of using a wiki e Suggest situations and projects in which a wiki could be useful e Set up a wiki and develop a collaborative document WHAT IS A WIKI A wiki is a page or collection of Web pages built in a way that enables anyone who accesses them to contribute new information of their own and amend content already there It is also the name of the software that enables us to cre ate edit and link the pages The best known one is Wikipedia an encyclopaedia built by its users You will almost certainly have used this yourself As with weblogs wiki software allows us to publish online without facing the technical barriers In short a wiki is a webpage that is c
22. a constant presence in the community 1 KIM A J Community building on the Web Berkeley Peachpit Press 2000 2 LAVE J amp WENGER E Situated Learning legitimate peripheral participation Cambridge Cambridge University Press 1991 3 WHITE D 2007 Results of the Online Tool Use Survey undertaken by the JISC funded SPIRE project WWW Roloter http www rolotec ch blog archives survey summary pdf pdf rapport 25 05 09 TACCLE handbook Most of the Learning Management Systems and online environments described in this book can help teachers de velop actual communities and also a sense of community among their students COMMUNITIES OF SHARING AND CLASSROOM PRACTICE The ability to interact instantaneously with like minded individuals from anywhere on the globe has many benefits and is a huge learning resource but virtual communities have also bred fear and attracted criticism Virtual commu nities can serve as hunting grounds for online criminals such as identity thieves and stalkers with children particu larly at risk Conversely on line support groups for people sharing particular social or medical problems have been enormously beneficial especially to those without face to face support Others fear that spending too much time in virtual communities may have negative repercussions on real world in teraction Rarely a week goes past without yet another media panic quoting the latest research on how young peo
23. a facility for adding meta data built in to the programme For exam ple in a Word document you may have noticed or used properties at the bottom of the file menu This is where you can add metadata to your document In an HTML document you can add a description of the site the author and some keywords Confusingly these are called description content author content and keywords content The description is important as this shows up in the search engine The keywords help the search engine locate the page Most all image processing programmes will have functions for setting metadata using XMP standards Each one will be slightly different but you can add or change metadata by looking on the file menu for properties or file information or something similar In Photoshop for example it is file gt File Info If the picture was shot by a digital camera you may have noticed that there is some metadata already attached to a particular image Almost every digital camera sets these and you can t modify them This is the Exif Exchangeable Image File Format standard Audio file metadata is likely to be the most familiar at least to anyone with an I pod or MP3 player The most popu lar format for the web is MP3 and the standard for mp3 metadata is called ID3 which stands for Identify an MP3 It contains metadata like title composer genre etc You can easily edit these metadata with iTunes and other play ers Jus
24. and other instructional media that have existed previously 1 Based on Wikipedia definition 2 Wayne Hodgins first used the term in 1994 and the LTSC Learning Technology Standards Committee officially adopted it in 2000 It was in general use almost immediately as the perfect way to describe the idea of re using e contents However there are an increasing number of people abandoning both the name and the idea it represents 3 DAHL amp NYGAARD Simula an Algol based Simulation Language Communication of the ACM 9 1966 9 p 671 678 TACCLE handbook Another reason for supporting the idea of small reusable chunks of instructional media is that research has shown that when teachers first gain access to teaching materials they often break the materials down into their constitu ent parts They then reassemble these parts in ways that support their individual goals So reusable instructional components or learning objects may provide additional benefits if teachers received instructional resources as individual components this initial step of decomposition could be bypassed potentially increasing the speed and ef ficiency of resource development What does a learning object consist of The perfect learning object should have the following properties Reusability Learning content modularised into small units of instruction suitable for assembly and reassembly into a variety of courses Interoperability Instructional units tha
25. and replies Thumbnail e A small representation of a picture on a web page used by visual search engines to recognise pictures and by operating systems to organise them Tool A tool is software that can be chosen to reach certain objectives It can be accessed offline online downloaded or included in a Learning Management System Toolbar e A toolbar contains icons of the most commonly used commands in an application It is normally located at the top of the software in use Toolkit e Personal combination of different tools Tweets e Messages sent on Twitter Twitter e A free micro blogging application that allows users to send and receive posts called tweets of up to 140 characters via the Twitter website or SMS Users can restrict their messages to a selected list of people or allow anyone to see or follow them and can choose to receive messages from other users they want to follow URI e Abbreviation of Uniform Resource Locator the global address of documents and other resources on the World Wide Web In popular language a URL is also referred to as a Web address URL e Abbreviation of Uniform Resource Locator Each web page has a unique address enabling usesrs to find and access it A url is also referred to as a Web address A url will usually appear automatically as a hyperlink that takes you straight to the address USB e USB is an abbreviation of Universal Serial Bus It is a standard to connect devices such as
26. can add their own content around a particular theme This will have been decided in advance by the group or by the teacher Single user blog multi author blog or wiki Obviously the advantages of a single user blog is that not only can you write whatever you like but you can also cre ate a personal relationship with readers you can choose whether you will allow your readers to comment choose whether to publish their comments and choose whether or not to respond If you want a more open discussion for example with other teachers or with your class a multi user blog or wiki is probably better Both use more or less the same technology and there is not a great of difference Blogs are easier to use as they require very little in the way of IT skills whereas a wiki needs authors to use a simple mark up language Multi author blogs usually have pages for each user that can only be edited by that user whereas wikis typically have pages for different content areas which can be edited by anyone with permission If you want individual pupils to express their own thoughts and ideas on a particular activity or keep a diary of their work or research and which you want them to share with other pupils a multi author blog is probably best If you want them to work collaboratively on the same project or the same documents then chose a wiki STYLES OF BLOGGING When you start a blog you have to choose what kind of interaction you want to create with your re
27. competence maybe using different methods so that the lack of familiar ity with the technology does not get in the way of the learning content Collaboration If you are developing an e learning programme you will almost certainly need to work with others with other sub ject specialists with school managers and with IT departments You will need to collaborate on the development of learning resources share your experiences and problems and involve others in the teaching process for example technicians who do not necessarily have the same background or priorities as yourself Finally it is worth reminding yourself that as teachers we are not the only people whose role is changing Many of our new roles are a response to the way that e learners have had to take on new roles for example as autonomous learners team members members of communities knowledge managers knowledge generators and so on They may be feeling as apprehensive as you are ASSIGNMENTS e Take each of the above competence areas and make a list of your strengths and weaknesses under each one e List the skills you think you need to develop and prioritise them e Make a plan for learning some of the skills on top of the list Resources and reference material BERGE Z L The Role of the Online Instructor Facilitator Educational Technology 35 1995 1 22 30 Retrieved May 19 2009 from the World Wide Web www emoderators com moderat
28. concept of a world without e tech nologies First used by Marc Prensky 2001 in his article Digital Natives Digital Immigrants who made the analogy with an indigenous population for whom the local culture religion folk lore are natural and unquestioned Digital immigrant A term used to describe computer users who like immigrants into a country have to adapt and assimilate a new culture which is often alien or in opposition to their practices and beliefs Prensky see Digital natives refers to digital immigrants having accents Digital immigrants a thick accents when oper ating in the digital world in distinctly pre digital ways for example printing documents rather than commenting on screen or printing out emails to save in hard copy form or dialling someone on the telephone to ask if an e mail was received Distance Learning Learning processes with little or no face to face learning where teacher and student are geo graphically separated Also refers to the pedagogy and the technology that underpin education delivered to students who are not physically present Typically students use a mix of synchronous and asynchronous methods to com municate with the teacher and with other students and to access learning resources stored on electronic or printed media or on the web Dublin core e Often abbreviated to DCM the Dublin Core is a set of 15 standard metadata elements to describe on line learning resources and digit
29. create your own only recommended for advanced users If you want to choose between available themes just click Design and browse until you find one you like You can also search for themes by colour columns width and so on ELEMENTS OF A WEBLOG Blogs usually have certain elements in common These are some of the most important Author The author is the owner of the blog and the person who writes on it The author s name is shown at the end of every blog entry they make The author can update or change the content they added and can also comment on their own entries or other people s posts Post A post is a contribution to the blog Typically it is a short text paragraph where the author can write whatever they want However blog entries can run into many pages if that is what the author wants Every weblog entry is also marked by an entry date and has a title to describe the content and to make it easier to find at a later date The titles are showed in the index TACCLE handbook Index The index is the complete list of all the posts on the blog and enables the blogger and the readers to find particular entries by their title and date It is like the contents page of a book Sometimes these are displayed alphabetically sometimes chronologically sometimes hierarchically by topic The index page is the home page of the blog On the index page you will typically find out what the purpose of the weblog is what topi
30. disadvantages of YouTube for teaching and learning e Find collect and share useful resources for your course WHAT IS YOUTUBE Video sharing websites are social networking sites that allow you to upload and store video clips and share them with others and in some cases download them YouTube is far and away the most used of these sites and the first commercial one Before the launch of YouTube in 2005 there were ways of putting video on line but these were complicated and be yond the capacity of people with limited IT skills YouTube with its easy to use interface made it possible for anyone who could use a computer to post a video that millions of people could watch within a few minutes The wide range of topics covered by YouTube has turned video sharing into one of the most important parts of the web 2 0 culture Everyone can view videos shared on the You Tube site If you are a registered user you can upload your own videos store your favourites and rate and comment on other videos You can also create play lists and add other users as contacts When you upload a video you are asked to describe it with a title a description and tags This metadata makes it easier to search for videos on YouTube and also enables you to browse other videos similar to the one you are watching The huge success of YouTube has spawned large numbers of video sharing websites aimed at specific audiences or devoted to particular genres BROWSING AND SE
31. exist in most all countries However different countries have different laws so you should check the detail For example in the UK you can use up to 6 seconds of copyrighted music in learning objects you create without permission This is not the same in other countries In e learning terms there are basically two areas you need to consider the copyright on the software you are using and 1 WIKIPEDIA 18 05 09 Intellectual Property Rights WWW Wikimedia Foundation Inc http en wikipedia org wiki Intellectual_property_rights 25 05 2009 TACCLE handbook the copyright on the content that you or others create There are slightly different protocols for dealing with each LICENSING The use of software and the use of content is governed by different types of licence The licence is a contract that specifies all the rules and clauses governing the use of a particular application They stipulate the scope of use the installation and the copying modifying and reproduction of the product We have listed some of the licences you may come across Commercial software Retail or commercial software refers to software available only with the purchase of a licence These may be single user licences which may not be copied for others or multiple user licences which are common in schools These licences are likely to be the ones with which you are most familiar Commercial software will almost always have the word Copyright and
32. good teaching irrespective of whether the teacher is using e technologies or chalk and a blackboard the principles are exactly the same The skills are also the same designing learning experiences preparing materials supporting guiding giving advice and information and assessing are exactly the same whether you are using e technologies or not There is no particular pedagogy of e learning What is different is that e technologies provide teachers and learners with a wider range of choices and opportuni ties and also shape the environment in which pupils live and interact The use of e learning methods can make a teacher s job easier but needs an additional set of skills and a re prioritising of old skills We are proposing to take a look at some of these in more detail THE ROLE OF THE TEACHER IN E LEARNING Teachers play a vital role in facilitating e learning Research shows that strong teacher support frequent teacher student interaction and superior organizational skills are critical elements of successful online collaborative learning Competences of teachers and others planning to use e learning in the traditional classroom setting can be broken down under some broad headings 1 This point is dealt with more fully in chapters 27 and 28 2 KU H Y LOHR L amp CHENG Y Collaborative Learning Experiences in On Line Instructional Design Courses Chicago AECT 2004 TACCLE handbook COMPETENCES PRIMARY GOAL
33. has a size of 255 KB which is too large for use on the web If you compare the original one with the next image quality 90 percent you will notice that the size has been reduced to 58 KB A high loss in quality is noticeable at a quality of 20 percent The image is not sharp any more and we would not choose this one for publishing on the web Many programmes will suggest an automatically optimized version which is in our example the one with a quality of 60 percent and an image size of 28 KB IMAGE 2 QUALITY 90 PERCENT 58 KB TACCLE handbook EI IMAGE 4 QUALITY 20 PERCENT 12 KB HOW TO PRODUCE A GIF ANIMATION Once you have mastered the basics and you are feeling confident you may want to experiment with making an ani mated gif First check your software is capable of doing this for example Photoshop Elements or GIMP First create or open a gif you have produced You will find a summary of the status of the file you have just created on the top of the screen Find the menu and look for a tab that says layer Each element you want to animate should be placed in a separate layer BDN pes best anmai g JOR Sien ERR a A i TRE SE ge me kb ANIMATION LAYER 1 Ee sal BS E ANIMATION LAYER 2 Select File gt Save For Web click on animation The layers you have produced in your file will be animated as a loop if you click on Loop Also select the frame delay rate n TACCLE handbook
34. hostility to social net working systems and technologies In the USA a bill is going through Congress to ban access to social networking sites from public institutions In Europe we insist that young people turn off their mobile phones to prevent them texting friends in school Yet these are the very systems and tools that companies are increasingly seeing as central to future knowledge creation and distribution There are also continuing moral panics over young people s use of technology There seem to be more studies of sexual predators on sites like MySpace than actual proven instances However this is hardly anew phenomenon Moral panics are a common reaction to teenagers when they engage in practices not understood by adult culture There were moral panics over rock and roll television jazz and even reading novels in the early 1800s If we put aside these fears clearly there should be a role in education for social software for networked tools that support and encourage individuals to learn together while retaining individual control over their time space presence activity identity and relationship USING SOCIAL SOFTWARE FOR TEACHING We dealt in some detail in the first part of this book with ways in which social software could be used to support teaching and learning However for those readers who skipped over that part and are using this handbook as a ref erence rather than a practical guide we will summarise th
35. if the material is distributed primarily offline or outside the context of your web pages This ensures that your materials can be found by search engines It is also a good idea to include a visible licence no tice in the actual video PDF paper or other publica tion This is actually a requirement when the work s primary distribution is offline Here is the license you ve chosen aere He reese Cre Ger 7 E lad Fee Ha ee ee os Reap WI Ch H ae d D I x R F GSS EST mmm sae te a beten The easiest way to mark your work in is to click on the link indicated in the screenshot to the right Mark a document not on the web add this text to your work ep A Pai et 2 e Beep oe Inter pede ae epee br Dep Tider piii Fr ne You can also right click on any of the image icons and Copy image which you can then Paste onto your work next to the text of the licence You can mark any visible work like this ote Bahis aa ita E rimit Ereb t banni mare kris Faad sar Siess Put the symbols in a position that is appropriate for the medium for example the title page footer or back cover of a PDF or paper document or the pre roll or credits of a video Some document applications have extensions available that will help you add a visible licence notice to your docu ments for example Open Office go to extensions services openoffice org project ccooo And Microsoft Office go to ccaddin2007 cod
36. in individual portfolios It is clear that this approach while extremely flexible may also confuse the learners about exactly what is expected of them so it is essential to provide them with a clear set of instructions for each assessment This should be good practice in any form of assessment but it is even more important for e assessment Here are some of the things that we would include e What exactly is the task What is its scope that is how big or small how narrow or how broad e How does it relate to the learning goals and learning outcomes of the course e What references and resources are useful required allowed forbidden e What is the timeframe for completion Are there any intermediate deadlines e Are there formal presentation standards that need to be adhered to for example templates e Will the task be graded and if so how and by whom What weight is given to this assessment in terms of the overall course What are the consequences of not completing the assessment or not reaching a particular standard e Who is available for further clarification e Evaluation of assessment strategies Once you have designed your assessment methods you may want to check that they are fit for purpose It is useful to ask yourself the following questions e Does the assessment create real life situations where complex learning can be assessed in context e Is there space for interactivity between the assessor teacher and learners e
37. movies in addition to sound If you would like to produce video podcasts you will need the following E TACCLE handbook e Hardware PC Mac microphone webcam digital video camera or digital camera soundcard video card speakers e Software one of e g QuickTime Pro i Movie Windows Movie Maker Adobe Premiere Vlog plus optional screen recording software e g Jing or CamStudio for Windows users Capture Me for Mac e Some content speech music video graphics e A vehicle for publication A LMS Weblog Podcatcher or YouTube Account It is far more difficult to generalise or be prescriptive about the software you may want to use Vlog is quick and easy and designed particularly for video blogging or vlogging You have to buy it but it s cheap about 15 20 There is no editing facility QuickTime Pro is about the same price and records and edits Garage Band and iMovie see above will probably be the choice of Mac users as the software will be pre installed on their computers Movie Maker is the equivalent Windows package and can be downloaded free or it will be already pre installed It enables you to create edit and share your videos Each one of these looks rather different so you need to find a tutorial that you can download or read on line for ex tra help However it does not matter whether you use a Windows or Mac there are certain rules for creating a podcast which are independent of the operating sys
38. no response will also demo tivate those making rude or inappropriate comments You can also use the moderation facility to control content However a lot of teachers we have talked to say that the group will almost always police itself if you allow it to Pupils can set up their own voicethreads groups of pupils in a class can take it in turns to provide the pictures or the video for that week It could either be on the topic the class is working on or something in the broader subject area that interests them Voicethreads are an excellent tool for recording group assignments and can be used as an assessment tool TACCLE handbook Documents can be pasted up and commented on and you have a record of how they worked together Voice threads can also be used for presenting group projects In this context they are essentially PowerPoint slides with a voice over Voicethreads are useful for involving parents and others in class projects as they can talk to the class outside school or working hours It is also a way of doing asynchronous interviews For example if there is someone that your group would like to talk to they can leave a question and the interviewee can respond verbally when convenient This can then be played back whenever you want There is a great tutorial produced by teachers on http digitallyspeaking pbwiki com Voicethread WhatisVoicethread that not only shows you what to do technically but illustrates very well how voicethr
39. or distribute the work Groupware e See Collaborative Software Handle e A user s pseudonym on bulletin boards and chat rooms Homepage e The first page of a website Host hosting Host 1 A computer system that is accessed by a user working at a remote location Typically the term is used when there are two computer systems connected by modems and telephone lines The system that contains the data is called the host while the computer at which the user sits is called the remote terminal 2 A computer that is connected to a TCP IP network including the Internet Each host has a unique IP address Hosting To provide the infrastructure for a computer service For example there are many companies that host files pro grams applications or even a Web server for companies and individuals In the case of a Web server it means that they provide the hardware software and communications lines required by the server but the content on the server may be controlled by someone else HTML e Abbreviation for Hypertext Markup Language which is the coding system for the World Wide Web HTML enables the author to decide how a web page appears on the user s screen which may vary according to which browser you are using HTTP e Abbreviation for Hypertext Transfer Protocol The way web pages are requested and served from web servers Seen at the beginning of every web address hypertext e Hypertext is text displayed on a computer with links
40. or place such as e mail blogs DVD wikis etc Also used to describe a student centred approach to learning based on constructivist learning theory Audacity e Audacity is a free digital audio editor and recording application available for Windows Mac and Linux and licensed under the GNU General Public Licence Authoring language e An authoring language is a programming language that is behind an authoring system Examples of e learning authoring languages are Coursewriter PILOT and TUTOR Examples of web authoring lan guages are HTML and XML Authoring system e In terms of educational software an authoring system is a programme that enables people who are not programmers to create learning materials websites CD ROMs etc without knowing any programming code The tools included in an authoring system allow users to add graphics animation and interactive features using but tons and drag and drop Avatar e An on screen pictorial representation chosen by the computer user to represent himself or his alter ego and which may be 2 dimensional e g on internet forums or 3 dimensional e g as in Second Life A Sanskrit word used in Hinduism to mean incarnation Beta version e A pilot or early release version of new software to a non technical public in order to get feedback on problem areas bugs usability etc Often released without manuals or technical support Some beta versions closed betas are restricted to a particular group of ta
41. or software running on a computer that delivers Web pages to a client Any computer can be turned into a web server by installing web server software and connecting it to the internet Web based learning e Learning processes that take place by using tools and resources provided on the World Wide Web Webcam Devices that enable you film an event and display it live on the web They are digital video cameras built in to your computer or connected to it through a USB or connected to a network via an Ethernet or Wi Fi Weblog e Abbreviated to blog Usually a personal website where individuals can publish whatever they want to share with others Many blogs provide commentary or news on a particular subject Blogs can combine text with images and incorporate audio or video files and links to websites and other blogs Entries posts are displayed in reverse chronological order Most blogs have the facilities for readers to add their comments to the posts Website e A website or web site is a collection of related web pages images videos or other digital content that are addressed with a common domain name or IP address in an Internet Protocol based network They are usually interlinked with each other and every website has a unique URL Wi Fi e Wi Fi is commonly used to describe any network or internet connection using radio waves However Wi Fi is TACCLE handbook a trademark of the Wi Fi Alliance for certified products based on the IEEE 802
42. or the symbol Shareware Shareware is copyrighted software that is distributed without payment on a trial basis and is often limited by any combination of functionality availability or convenience That is it might be limited to a certain number of days or the number of times that you use it or you may not be able to access all of the functions until after you have bought a licence Shareware is often offered as a download from an Internet website or as a CD included in a magazine and does not usually have support updates or help menus which only become available with the purchase of a license Freeware Freeware refers to copyrighted software for which the author does not ask for payment though they may request a donation ALL the restrictions that apply to copyrighted software apply to Freewear That is you may not copy or modify it or redistribute it Creative Commons Creative Commons is a not for profit company that was set up in response to a growing number of software devel opers and content designers who wanted to be able to share their work without the restrictions attached to the copy right they automatically owned Their slogan is Share Remix Reuse Legally Creative Commons provides free tools that allow users to mark their creative work with a range of symbols each specifying a restriction they want put on their work That is the work is still copyrighted but others are allowed to use it without restriction oth
43. particular physical conditions can be supported for example using input and output devices such as Braille keyboards Bliss boards hearing aids text to speech software and so on Pupils absent for long periods because of illness can also use e learning methods to keep up with their peers and can supplement or replace home tuition Not only can you communicate easily and regularly but so can the rest of the class Using ICT it is possible for pupils who are absent to contribute to joint projects share their work with oth ers and complete assignments One primary school we know used Skype video chat to allow an eight year old pupil who was at home with a broken leg to join the rest of her class Several education authorities have used e learning programmes to help the children of travellers and migrant or peripatetic workers whose education is disrupted In addition many countries in Europe use on line and distance learning to provide schooling for children in remote rural areas TACCLE handbook Distance Learning We have made the distinction between on line and distance learning because the pedagogies may be rather differ ent In situations where the geographical distance is too far for a child to travel the underlying pedagogy is usually to use the available technology to overcome or minimise the effects of the separation of the child from her teacher or peers Thus many education programmes for isolated children replicate as far as
44. partners TRAINING 2000 Elmo De Angelis e Kylene De Angelis Via Piano San Michele 47 e 61040 Mondavio PS e Italy Tel Fax 390 721 979988 training2000fatraining2000 it www training2000 it via media Silvia Grillitsch Reumannplatz 17 II 8 e 1100 Wien e Austria Tel Fax 43 1 4021790 silvia grillitsch achello at www via media at Universita degli Studi di Urbino Carlo Bo CRISEL e CENTRO DI RICERCA E SVILUPPO E LEARNING Yuri Kazepov e Fabio Giglietto Via A Saffi 15 e 61029 Urbino PU e Italy Tel 390 722 305739 fabio gigliettofasoc uniurb it e yuri kazepov duniurb it www uniurb it crisel Junta de Andalucia DIRECCION GENERAL DE FORMACION PROFESIONAL Y EDUCACION PERMANENTE Narciso Jaimez Toro Juan Antonio de Vizarron s n e 41071 Sevilla e Spain Tel 34 950 00 46 74 Fax 34 955 06 40 14 njaimeztfagmail com www juntadeandalucia es educacion Pontydysgu Jenny Hughes 5 Courthouse Street e CF37 1JW Pontypridd e United Kingdom Tel 44 1443 400304 e Fax 44 1443 409975 jenhughes amac com www pontydysgu org Associated partner University of Applied Sciences of Southern Switzerland ELAB Galleria 2 Via Cantonale e 6928 Manno e Switzerland Lorenzo Sommaruga Lorenzo Sommarugaldsupsi ch TACCLE handbook E
45. ple become socially dysfunctional as a consequence of over engagement with on line activities For what it is worth our own observation is quite the opposite The students who are articulate and communicative in real life are the ones most driven to communicate in virtual groups and it does not seem to diminish in any way their eagerness to communicate face to face If anything it gives them additional content to talk about opportunities for using a wider variety of communication codes and protocols and practice in using different language registers The real benefits are for those pupils who in a face to face context find communication difficult For them on line communication provides a degree of anonymity which can build their confidence it is less demanding in terms of grammar or spelling and there are no negative penalties for making a mistake It also provides opportunities to use new and developing forms of communication e g emoticons microblogging which in a sense level the playing field as there are no experts and no rules so they are at least as equal as every other user So on balance we think that most learners can benefit from joining a virtual community and most face to face learning communities can benefit by becoming an on line community for the purpose of exchanging knowledge and ideas The important thing is that pupils learn how communities work how to avoid the dangers and how to partici pate responsib
46. possible the social experience of being in a school Virtual schools tend to have a curriculum classes class teachers face to face tuition using video conferencing lessons and group work homework and social periods Often the sessions are for several hours each day These distance learning programmes can use a variety of technologies such as radio or satellite broad casting as well as on line technologies Conversely in a face to face classroom setting teachers are more likely to exploit the potential of e learning meth ods to do things that cannot be done using other methods There are no rights and wrongs but in general using e learning to try and simulate traditional pedagogies is likely to be less effective For example recorded lessons are usually a less dynamic substitute for the live performance endless screens of text are less accessible or convenient than a book or a hard copy handout E learning technologies are an addition to a teacher s toolkit not a replace ment ASSIGNMENTS e visit the website of the European Commission project Hero and see how ICT are being used to support those with learning difficulties www hero ac uk uk inside_he special_needs_support3765 cfm e visit www w3 org WAl and find out how the World Wide Web is addressing the needs of people with disabilities through standards for accessibility e think of a pupil in one of your classes who has particular learning problems and co
47. short video clip of the words be ing used in context Then you might want a page where individual words are displayed with a picture and a voice over Then you might want to build in a multiple choice assessment or flash words on a screen for the students to trans late Once you have these elements designed and integrated changing the text or the video is comparatively easy The following chapters look in more detail at individual design elements ASSIGNMENTS e Look at some instructional videos on You Tube related to your subject area Pick out the ones you think are effec tive Try and work out why you like them What makes them work e Do the same for some presentations on Slideshare e Ask your students for their reactions to the ones you have chosen Are their perceptions different e Ask you students to do the same tasks and compare their choices with yours What are the differences if any Resources and reference material Personal Brain www thebrain com TACCLE handbook CHAPTER 22 CREATING TEXT BASED CONTENT FOR DIGITAL LEARNING OBJECTS LEARNING OBJECTIVES By the end of this chapter you should be able to e Write web based text documents that are easy to read e Write web based text documents that are easy to understand and make best use of the medium e Produce a Powerpoint Keynote presentation DOMINANCE OF TEXT Text based learning objects are probably the most common Not only are teachers producing them fo
48. some e learning methods We call this Blended Learning TACCLE handbook CHAPTER 2 TOOLS THAT ARE USEFUL FOR COMMUNICATING AND CREATING E LEARNING CONTENT LEARNING OBJECTIVES By the end of this chapter you should be able to e List a range of applications that are useful for creating e learning content e Explain what they do e Give some examples of the software available A BASIC TOOLKIT FOR E LEARNING If you are thinking about using e learning methods with your students or want to develop some e learning materials you will need a basic toolkit of applications to help you do it Some of the applications listed below are specifically for creating content for example authoring tools or for stor ing and sharing materials you and your students have created Others like on line messaging tools are essentially designed as tools for communication Some can serve both purposes for example blogs However it is increasingly difficult to draw a line between them A Skype text message about the weather may be no more than a simple so cial exchange between two people but group text chats on Skype by members of a community of practice discussing their ideas can create a rich learning resource It seems a fairly pointless academic exercise to try and differentiate between them They are all useful tools and applications for teachers so we are including both In the table below we have deliberately tried to describe the generic type of tool and
49. stuff One that is popular with pupils is Fave used to be Blue Dot as it combines bookmarking with social networking and encourages social interaction You can see what sites have been most visited by your friends and rate the sites Stumbleupon is not strictly a social bookmarking tool but a close relative It is a web page recommendation tool based on a community of users who rate videos images and web pages with a thumbs up or down symbol Stumble operates alongside your browser there are versions for Firefox Internet Explorer and Mozilla If you type in a word into the Google search engine and click on Stumble in the toolbar instead you will be directed to the sites similar to ones that you or your friends or people with similar interests have rated highly USING SOCIAL BOOKMARKING IN THE CLASSROOM Using bookmarking tools can be an invaluable e learning resource in a classroom at two levels Firstly you and your pupils can share useful book marks around the topics you are teaching and secondly it is an invaluable way of helping students understand tagging how knowledge is classified and used and the authenticity and abuse of data sources You can set up a group for your class around a particular subject or theme which you can use to recommend sites to students or which they can use to add sites they have found useful It provides good evidence of their research es pecially if they are asked to add a rating and a descriptio
50. tation sharing sites such as SlideShare This section is specifically about sharing still photographs However be cause the first of the image sharing sites were actually sites for sharing photographs the terms photo sharing and image sharing are often used interchangeably The term can also be loosely applied to the online photo galleries that are setup and managed by individual users including photo blogs Photo sharing sites The first photo sharing sites originated primarily from the services that provided online ordering and finishing of prints photo finishing in the late 90s Some companies started to offer permanent storage and centralized access to users photographs as well as returning paper copies or CDs Dedicated photo sharing sites followed soon after They have increased in popularity as the uptake of digital cameras has increased because users do not have unlim ited space on their computers or web spaces to store all their photographs Also sharing digital photographs with family and friends by email chews up a lot of bandwidth is slow and often exceeds the file size limit imposed by in ternet service providers SP s More and more users allowed their photographs to be made public rather than restricted to their own use Many of these were happy to allow other people to use the images This turned the sites into huge picture libraries HOW THEY WORK AND GETTING STARTED There are many different photo s
51. technology enhanced teaching and learn ing and web based learning environment development Serena Canu has a degree in Communication Studies she collaborated in several research projects about social media and tourism communication with the advanced communication research laboratory LaRiCA of the University of Urbino Carlo Bo She is now an employee at Per Caso working in events organisation Kylene De Angelis expert in vocational education and training VET is partner of Training 2000 VET organisation in Italy She cooperates in European research and development projects on new training methodologies and on line didactics innovative technology for training and integration of socially disadvantaged groups She analyses the train ing needs in SMEs new occupation profiles and development of new curricula executes vocational training courses apt to requalification and re skilling of youths and adults She plans and organizes ESF and apprenticeship courses in the mechanical textile and fashion and service sectors Dr Koen DePryck is innovation director in adult education organized by the Flemish government in CVO Antwerpen Zuid Belgium and teaches psychology in the Teacher Certification Training programme at PCVO Het Perspectief in Ghent Belgium He publishes and lectures extensively on e learning and innovative learning methods Fabio Giglietto received a PhD in Communication Studies from the University Carlo Bo of Urbi
52. text it helps to focus attention The use of style sheets guarantees consistency of layout like word documents Powerpoint presentations html files articles on a weblog or a wiki e Make sure you define a style for headlines paragraph and lists as well as highlighting areas e Design a navigation scheme that is familiar and easy to use e Use bulleted information e Avoid long lines of unbroken text from one side of the screen to the other a web page is not a book Think of it more like a glossy magazine page if you need an analogy Use a cell column to keep the width of the narrative easy to read Writing for the web In terms of content writing for the web is virtually the same as writing any other learning material e focus on the learning objectives ebe simple clear and concise strip out anything that is unnecessary euse the active voice etalk directly use familiar words and explain abbreviations erespect gender euse summaries and offer concrete examples elist your references ehighlight important aspects However there is a fundamental difference in the logic and structure Print text is linear and content is linear Planning is all about what information logically comes before or after other information Writing for the web is very different It is three dimensional you have to think not only what comes next but also what additional or related information can be provided by linking to other pages The following d
53. the UK handy is the English word commonly used to refer to a mobile telephone It is not used by English native speakers who just use the word mobile TACCLE handbook Traditionally classification systems have been based on hierarchical taxonomies that have the following features e mathematical all items in a set are also items in the set immediately above it in the hierarchy e logical each set is defined by one or more characteristics which are not attributable to other sets i e sets are mutually exclusive e consistent all sets at the same level are disaggregated to the same level of detail Hierarchical systems are designed by a single person top down The designer decides what determines the catego ries the levels and the words you can use to describe things Folksonomies are bottom up non hierarchical systems which are not designed by any one person but which evolve organically according to the users In contrast to traditional subject indexing metadata is generated not only by ex perts but also by creators and consumers of the content How they work Users of software applications which store and share data ask users to add key words to describe the data they are storing Each tag is a category that is theoretically equal to every other i e there is no hierarchy or parent child relation between different tags There are no rules about the key words that can be used and different users will descri
54. thing about your usual way of making Powerpoint presentations Resources and reference material Gender overview WIKIPEDIA 20 05 09 Gender WWW Wikimedia Foundation Inc http en wikipedia org wiki Gender 20 01 08 PETTERSSON R Information Design An introduction Amsterdam Benjamins 2002 PRICE J amp PRICE L Hot Text Web Writing that works Berkeley New Riders 2002 Research on how users read on the Web and how authors should write their Web pages USEIT COM s d Writing for the Web WWW Jakob Nielsen www useit com papers webwriting 08 11 08 TACCLE handbook CHAPTER 23 CREATING PICTURES GRAPHICS AND ANIMATIONS FOR DIGITAL LEARNING OBJECTS LEARNING OBJECTIVES By the end of this chapter you should be able to e Say how and why images are useful in learning e Explain the different formats for picture graphics and animations used on the web and the main differences be tween them e Select the appropriate format for a particular purpose e list commercial and open source tools for producing pictures graphics and animations e set up the mode and resolution of pictures and graphics e prepare a digital picture or graphic for the use on the web e produce an animated gif WHY IMAGES Visual information like illustrations graphics pictures and animations maybe used for many reasons They can be used to e support the learning content for example a diagram or representation of a
55. to create rich but more system TACCLE handbook atic content tagging systems Commercial Software e Software for which you have to pay the use of which is restricted by licence conditions Computer based Learning System e Learning systems that only can be accessed by using a computer Community of Practice e A term used by Lave and Wenger 1991 to describe the situated and social learning that occurs and the shared cultural and practices that evolve when a group of people with common goals interact with each other in order to achieve those goals Often abbreviated to CoP More recently facilitating the development of CoP as a means of increasing social capital has become an integral part of HRD and knowledge management Copyleft e Copyleft licensing uses copyright law to allow an author to give users of their work the right to reproduce adapt or distribute the work as long as any resulting copies or adaptations are also bound by the same copyleft li censing scheme For this reason copyleft licences are also known as reciprocal licences The GNU General Public Licence and Creative Commons ShareAlike licences are examples of copyleft licences Creative Commons e Licensing model for Open Content The copyright owner labels the content in a way that de scribes what permissions other people may have For example permission to copy or distribute the work Digital native e The generation born after the digital revolution and who have no
56. to experi ment with designing e learning material to use in their own classrooms It is primarily targeted at secondary teach ers but there is no reason why primary school teachers or teachers in adult education should not find it useful too The other group we had in mind were those of you still undertaking initial teacher training Although there are some exemplary courses a depressing number of trainee teachers continue to arrive in the classroom having barely heard the words e learning still less have hands on experience of it Some people have made the obvious point that a book about e learning is rather a contradiction in terms and felt that it would have been more appropriate to have produced an on line version with all of the obvious advantages of easy updating However we felt that the very teachers for whom this book is written are probably the group least likely to use or feel confident about using web based materials A book is comfortable and familiar and that is exactly how we would like teachers to feel about e learning It is both a reference book and a practical handbook Some teachers will use it to find out about e learning others will be keen to actually get involved and start producing materials One of our greatest difficulties has been trying to identify just who is the average classroom teacher Before we un dertook the planning of the book we carried out a survey in 6 countries to see if we could answer thi
57. to select a colour mode from a menu or you may have to set your own directly on your computer If you are going to put your image on the web select the RGB mode RGB just stands for Red Green Blue as these are the only colours that can be shown on a computer screen or beamer If you are going to print images you will need the CMYK mode which contains four colors cyan magenta yellow and black which are the colours of the inks in the printer Resolution is just about how clear or fuzzy an image appears You may have to select one from a menu or choose your own from your computer Sometimes resolution will simply be shown as high medium or low or sometimes it will be shown as the number of pixels to the inch or in dpi dots per inch If the image is to be shown on a computer screen you need to look at the pixels inch options The maximum resolu tion a computer screen can interpret is 72 pixel inch so it makes no sense to increase the resolution higher than this if you know your students are going to view the material on a screen If the image is to be printed look at the dpi options To ensure good quality you will need 300 dpi dots per inch but this will depend on how big the finished print is to be Image editing tools There is a lot of image editing software on the market They range in price from free to very expensive and there is also a huge variation in what they can do i e their functionality If you are
58. users aged eighteen and over while its sister site Teen Second Life is for younger users Semantic Web e Two meanings a new form of web content which provides standard languages for expressing both data and rules for reasoning Also a net of interconnected resources that allows us to define web content and the relationship between different bits of content in a way that both users and computers can understand Sharealike e One of the Creative Commons licences that has attributions which lets others copy remix distribute and build on your work even for commercial reasons as long as they credit you and license their new creations un der identical terms Shockwave Player e Plug in that enables you to play multimedia content Skype e A communication application that allows users to use their computer for instant messaging file transfer and video conferencing as well as making telephone calls over the internet Calls to other Skype users are free but calls to landlines and mobiles are paid for by buying credits The name Skype is derived from Sky peer to peer Slideshare e SlideShare is a presentation sharing website where users can upload view and share presentation files such as Powerpoint or Keynote 1 Technically the URI which is slightly different TACCLE handbook amp SMS e Abbreviation for Short Message Service The technology that enables text messaging between mobile tele phones Also used as a synonym for text mes
59. video material on the web so that others can listen or download your work Instantly captures and shares images on your computer screen and enables you to add audio You can upload and store videos using web on them If you create presentations using Keynote or can synchronise them with an audio file You do not need to store your bookmarks in your them on line and share them with others Using PowerPoint presentations and pictures comments can be left by others Your personal or professional picture collection can be tagged and stored on line and shared can be controlled Keeping up to date with your favourite websites dates is delivered to you automatically Set up a poll and embed the poll widget in your blog or website and then track the responses on a website Audacity Garage Band Jing i YouTube cams camcorders and mobile phones and al low others to share them You can also search or browse videos made by others and comment Slideshare PowerPoint you can store them tag them and share them on line You can make them avail ably publicly privately downloadable or not and Del icio us browser any longer You can tag them store Voicethread you can create an audio slideshow and audio Flickr Picasa with others Access and the facility to download Google Reader can mean scanning many websites and blogs every day With an RSS reader you simply sub sc
60. video phone a way of telling people where you are and a way of sending documents It could be a web application that combines data from more than one source into a new tool think Google maps which sticks together aerial photographs satellite images cartography and also automatically generates route di rections in text This sort of approach is called a mash up because it literally mashes other applications together to do something new Finally it could be your own untidy desktop with folders and files and programmes arranged in your own idiosyn cratic way but one that works for you ASSIGNMENTS e Take a large A3 sheet of paper Think about all the different ways you learn and the sources of your learning both on and off line Use a felt tip pen to produce a picture of your Personal Learning Environment including both work and home Don t forget to include things like people and books e Take a digital photo of your diagram Load it onto the internet You might use a photo sharing system like flickr or perhaps you have a blog Find one colleague and explain your diagram to them Consider what this means for your practice as a teacher Resources and reference material HERMANS H amp VERJANS S s d From an LMS to a Personal Learning Environment WWW Surf Space www surfspace nl nl Artikelen Pages Vanwwwnaareenpersoonlijk aspx 10 03 09 LENHART A amp MADDEN M 02 11 05 Teen Content Creators and Consum
61. website material by making it available to multiple other sites Usually web syndication refers to making web feeds available from a site in order to provide other people with a sum mary of the website s recently added content for example the latest news or forum posts Tag The term tag can be used in two ways A tag is an HTML instruction used to mark up a webpage and also an item of metadata for describing content In the second sense tags are keywords that enable web based resources to be found by browsing or searching Tags are chosen informally by the item s creator and are not hierarchical like taxonomies f a lot of people tag a lot of items using the same keywords this is the basis of a folksonomy Tag Cloud e A kind of visualisation of keywords used on a website or blog listed alphabetically but where their rela tive importance in terms of the numbers of tags represented by each is shown using different colours or font sizes The words in a tag cloud are usually hyperlinks leading to a collection of items tagged with that word Tagging e Process of adding keywords to content especially on weblogs social bookmarking software image sharing sites etc Taxonomy e Science of classification and also the name for a particular type of classification system based on a hi erarchical structure of parent child or subtype supertype relationships Each child is defined as having the same properties as the parent plus one or more
62. what it does followed by spe cific software packages that are examples of that type of application The list of software is not exhaustive nor are we necessarily recommending it However most of those listed are our personal favourites and the ones with which we are most familiar Wherever possible this will be open source software Type of tool what it is used for What it does Example of software i OPEN SOURCE WHEN POSSIBLE EASY STARTER TOOLS Blogging A personal publishing tool that means any indi Wordpress vidual or group can publish on the web and re Blogger ceive feedback from others Plug ins enable you to embed resources such as images YouTube videos and Slideshare presentations Microblogging Enables you to stay in touch and update your Twitter contacts on where you are and what you are do ing Usually formatted to respond to the question Where are you now or what are you think ing with a strict limit about 140 150charac ters on the length of the response Wikis A collaborative tool for setting up easily edi PBWiki ted websites which have content added and amended by readers TACCLE handbook Podcasting Screen capture and screen casting Video hosting and sharing Presentation sharing Social bookmarking Collaborative slideshows Image hosting and sharing RSS reader Creating surveys HARDER TOOLS Making and broadcasting your own audio and
63. what you think the school of the future will look like Will things change as we progress to a generation of digital native teachers as well as digital native pupils Resources and reference material ANDERSON T Distance Learning Social software s killer ap Armidale ODLAA 2005 Retreived May 20 2009 from the World Wide Web http www unisa edu au odlaacon ference PPDF2s 13 200dlaa 20 20Anderson pdf Bebo www bebo com e Classmates www classmates com e Facebook www facebook com e Friendster www friendster com e Linkedin www linkedin com e My Space www myspace com e Six Degrees www sixdegrees com BOYD D Identity Production in a Networked Culture Why Youth Heart MySpace St Louis American Association for the Advancement of Science 2006 GROSSMAN L 13 12 2006 Times Person of the Year You WWW Time Inc www time com time magazine article 0 9171 1569514 00 html 15 05 09 LENHART A amp MADDEN M 02 11 05 Teen Content Creators and Consumers WWW Pew Internet amp American Life Project www pewinternet org media Files Reports 2005 PIP_Teens_Content_Creation pdf pdf pdf rapport 20 05 09 RAINIE L 04 11 05 US Youths use Internet to Create WWW BBC News http news bbc co uk 2 hi technology 4403574 stm 20 05 09 6 RAINIE L 04 11 05 US Youths use Internet to Create WWW BBC News http news bbc co uk 2 hi technology 4403574 stm 20 05 09 7 BOYD D Identity Producti
64. you may want to check this out with your IT technicians Next you will need to storyboard your programme e g if you are interviewing people or write a script if you are going to be talking directly in to the microphone More about this later When you are ready open the software plug your microphone to the mic input of your computer There are many types of microphone which range in quality and price For affordable voice recording we recommend a unidirection al dynamic type microphone The computer megastores stock inexpensive ones and you ll also find a good selection of higher quality mics at most music stores To record stop fast forward etc use the coloured buttons with the standard symbols If you want to be more adventurous you can create several tracks and put one on top of the other For example you can include an intro or background music to your recordings To import a sound file click Project gt Import Audio Be careful of the legal aspects because there may be copyright issues if you use music other than your own The laws vary from country to country Alternatively find some free music at http music podshow com The whole issue of copyright is dealt with in detail in Chapter 26 To adjust the volume use the Envelope tool This will be one of the function buttons It usually has two triangles one above the other with a blue line or track running between them Click on the tool and then click on the part of the
65. 009 12 05 isftic http bancoimagenes isftic mepsyd es lge a SAA 13 04 2009 12 06 www bigfoto com E 304 2009 12 08 http juglar103 blogsome com 2006 05 29 imagenes libres Juglar 13 04 2009 12 06 lipart org www openc 1I osen Clip Art Library 13 04 2009 12 06 NEIE WS www picto qc ca l 13 04 2009 12 07 vi GEES www freesound org p 13 04 2009 12 07 TACCLE handbook OS www opsound org 13 04 2009 13 58 www asociacionmusica com copyleftwebs asp 13 04 2009 13 58 http freeplaymusic com 13 04 2009 13 58 http odeo com Le 13 04 2009 14 00 www juntadeandalucia es educacion mediva 13 04 2009 14 00 Sireeplaymusic www juntadeandalucia es averroes impe web portadaRecursosEducativos pag B contenidos B BancoDeRecursos 13 04 2009 14 00 www proyectoagrega es agrega 13 04 2009 14 00 HOW TO LICENSE YOUR OWN WORK UNDER CREATIVE COMMONS Most of the Open Educational Resources available are licensed under the Creative Commons licences If you want teachers and learners to be able to access share translate and otherwise use your creative resources legally then you should grant potential users a licence to use your works Creative Commons licenses have become the global standard for open resources of all kinds and are the most popular licenses for OER so you should seriously think about going down this route HOW DOES CREATIVE COMMONS WORK There are two primary ways to apply
66. 11 standards This certification war rants interoperability between different wireless devices Wi Fi is supported by most personal computer operating systems many game consoles laptops smart phones printers and other peripherals Wiki e A wiki is a website that allows anyone to edit delete or modify its content using a browser interface They are created using wiki software and used for collaborative working for example community websites The collabora tive encyclopaedia Wikipedia is one of the best known wikis Wikitext e Wikitext or wiki markup is a markup language that offers a simplified alternative to HTML and is used to write pages in wiki websites such as Wikipedia World Wide Web e The World Wide Web commonly abbreviated as the Web is a system of interlinked hypertext documents accessed via the Internet It was started in 1989 by the English physicist Sir Tim Berners Lee The World Wide Web has enabled the spread of information over the Internet through an easy to use and flexible format XML e Abbreviation for eXtensible Markup Language It is an extension to HTML and allows you to create Websites containing more complex interactivity XML is a W3C specification XMP e Abbreviation for Extensible Metadata Platform Adobe s standard for processing and embedding metadata in various file formats YouTube e YouTube is a video sharing website on which users can upload and share video clips and view them in the MPEG 4 for
67. 150 Retrieved May 20 2009 from the World Wide Web www pdkintl org kappan kbla9810 htm GARDNER H Assessment in context the alternative to standardized testing in Changing Assessments alternative views of aptitude achievement and instruction B Gifford amp M C O DConnor Eds Boston Kluwer Academic Publishers 1992 p 77 120 LEASK B Issues in on line delivery quizzes and discussion groups Adelaide University of South Australia 1999 Retrieved May 20 2009 from the World Wide Web www cshe unimelb edu au assessinglearning 03 online html LINN R L amp GRONLUND N E Measurement and Assessment in Teaching New York MacMillan Publishing Company a division of MacMillan Inc 1990 p 31 32 MCLOUGHLIN C amp LUCA J 2001 Quality in Online Delivery What Does It Mean for Assessment in E Learning Environments WWW Ascilite www ascilite org au confer ences melbourne01 pdf papers mcloughlinc2 pdf pdf rapport 20 05 09 STIGGINS R Assessment crisis the absence of assessment for learning Phi Delta Kappan 83 2002 10 p 758 765 Retrieved May 20 2009 from the World Wide Web www pd kintl org kappan k0206sti htm TACCLE handbook CHAPTER 17 TRENDS AND DIRECTIONS IN E LEARNING PEDAGOGY SOCIAL SOFTWARE AND WEB 2 0 LEARNING OBJECTIVES By the end of this chapter you should be able to e Explain the concept of web 2 0 e Say what social software is e List some examples of social software and we
68. ARCHING Browsing and searching YouTube videos is easy The website has several different ways of doing this You can use keywords by browsing related videos or by searching videos from the same contributor Effective searching de pends on the textual information the title the description and the tags that YouTube publishers use to describe their videos when they upload them There are also facilities that allow you to subscribe to other users so that you are told when they have uploaded a new video The instructions on the site are very clear however the handouts that support the TACCLE training course provide additional information and can be downloaded from the TACCLE website USING THE VIDEOS IN THE CLASSROOM A very common way to share the YouTube videos with an audience such as your students is to embed the video ina webpage for example on a social networking site or in a blog Once embedded YouTube can then be viewed directly from that webpage without the user having to make the effort to browse the YouTube website TACCLE handbook To embed a video just copy the code from the Embed box you can find it in the About this Video box when you are watching the video You can also get the code from the Embed HTML box on the Edit Video page http uk youtube com my_videos_edit if the video is yours Once you ve copied the code just paste it into your website or blog to embed it This is an easy way of pro
69. DISADVANTAGE Although this book is targeted at secondary school teachers it is useful to consider specific groups for whom e learning has particular benefits Many research studies have focussed on disadvantaged groups For example e people with learning difficulties e people with other disabilities e immigrants e elderly people e people who travel a lot e people whose work patterns prevent them from joining a regular class e people living in rural areas with few facilities In many of the groups the disadvantage is one of reduced or no access to regular learning opportunities Although as a school teacher some of these will not directly concern you it is worth looking at how you or your in stitution can use e learning to help solve the problems faced by some pupils Learning difficulties Less able pupils or pupils with learning difficulties often benefit from e learning as it can provide opportunities for them to work at their own pace and can be designed to allow for more intensive repetition and reinforcement Many pupils with special learning needs really need one to one tuition but in reality this is rarely available E learning technologies can free up more of the teachers time for example by providing automated feedback or programmes that are customised for individuals The use of multi media and the high level of interactivity that is possible also re duce the dependency on reading and writing skills Pupils with
70. ENTS Chapter 18 Chapter 19 Learning Management Systems Personal Learning Environments SECTION 4 CREATING DIGITAL LEARNING OBJECTS Chapter 20 Chapter 21 Chapter 22 Chapter 23 Chapter 24 Chapter 25 Chapter 26 Chapter 27 Learning objects Designing Learning Objects Creating text based content for digital learning objects Creating pictures graphics and animations for digital learning objects Creating cartoons and comics Publishing digital learning objects Authoring software Copyright Copyleft and Open Educational Resources SECTION 5 NETWORKS AND COMMUNITIES Chapter 28 Chapter 29 GLOSSARY Networked Space Communities of sharing TACCLE handbook PREFACE Information and Communication Technologies are being increasingly used to create richer learning environments In all sectors of education from primary schools to adult education in schools for pupils with special education needs and in colleges and universities technologies are being used across the curriculum to enhance students experi ences However technology is not enough The creation of high quality content is essential if the potential of e learning is to be realised in a way that stimulates and fosters Life Long Learning It is important to train teachers how to design and develop their own content and generate learning materials that can help their own students and can also be ex changed freely with others This handbook ha
71. If you want to upload an mp3 directly or use formats like ogg wav m4a mov wmv avi and mpg you will probably have to get extra plug ins ASSIGNMENTS e Add metadata to some of your existing work and publish it e Upload an image and an mp3 file to a learning environment like a weblog or a learning management system Resources and reference material Adobe Photoshop Elements www adobe com products photoshopelwin promoid BPDEM Dublin Core Metadata Initiative DCMI http dublincore org GRIFFITHS P s d Meta Tags WWW Patrick Griffiths www htmldog com guides htmlintermediate metatags 09 06 08 1D3 org www id3 org MediaWiki www mediawiki org JIMPRICE s d ASCII Chart and Other Resources WWW JimPrice com www jimprice com jim asc shtml 19 06 08 MEDIAWIKI 07 05 09 Help Images WWW MediaWiki org www mediawiki org wiki Help Images 10 06 08 MEDIAWIKI 18 05 09 Help Tables WWW MediaWiki org www mediawiki org wiki Help Tables 23 06 08 TACCLE Weblog http taccle08 wordpress com WIKIPEDIA 16 05 09 ASCII WWW Wikimedia Foundation Inc http en wikipedia org wiki Ascii 19 06 08 WIKIPEDIA 23 05 09 Digital asset management WWW Wikimedia Foundation Inc http en wikipedia org wiki Digital_asset_management 09 06 08 WIKIPEDIA 16 05 09 Exchangeable image file format WWW Wikimedia Foundation Inc http en wikipedia org wiki Exif 09 06 08 WIKI
72. N EE ve co ER aT Leed E See E E oe E me Eeer Spe ene o_o Sg Sp EE SS Ee compression renee aie eee eee Alaa EE SE e Influence on the intensity of quality quality level e Very good compression with photos e Progressive Interlacing e Supported by all browsers e Interlacing progressive dis play of the image e Animation e Lossless compression of im ages up to 256 colors e The color scale can be re stricted to further shrink the size of the file e Supported by all browsers and JPEG e Interlacing e 24bit colors possible e Shade of transparency Alpha channel possible e Lossless compression i e Copyright information and gammaz value can be saved e Needs less space than GIF for graphics A E EE fomsdedenecssseesevecesecencisesewssbesastossencecseeeesese EE gege Lee AER ENEE ERENNERT EE sae ENEE hee dE Ee Ee E cesses P Disadvantages e No animation e No lossless compression Resaving increases loss e No transparency e Improper for graphics illus TACCLE handbook trations e Restricted color scale 256 colors e No shades of transparency e No animation e Lacking support of browsers e Needs more space for pho tos than JPEG FIG OVERVIEW OF DIFFERENT STANDARDS Colour mode and resolution Changing the colour mode and resolution will change the size of an image Depending which software you are using you may be asked
73. Ne http edrene org results deliverables EdReNe 20D 202 6 20S0A 20 20II pdf pdf rapport 25 05 09 GNU Operating System 26 04 09 The Free Software Definition WWW Free Software Foundation Inc www gnu org philosophy free sw html 25 05 09 WIKIPEDIA 21 05 09 Copyleft WWW Wikimedia Foundation Inc http en wikipedia org wiki Copyleft 21 04 08 WIKIPEDIA 19 05 09 Copyright WWW Wikimedia Foundation Inc http en wikipedia org wiki Copyright 21 04 08 WIKIPEDIA 05 05 09 Creative Commons WWW Wikimedia Foundation Inc http en wikipedia org wiki Creative_Commons 21 04 08 WIKIPEDIA 18 05 09 Intellectual Property Rights WWW Wikimedia Foundation Inc http en wikipedia org wiki Intellectual_property_rights 25 05 2009 WIKIPEDIA 12 05 09 Shareware WWW Wikimedia Foundation Inc http en wikipedia org wiki Shareware 25 05 2009 TACCLE handbook OI SECTION 5 NETWORKS AND COMMUNITIES In the first section of this book we looked at ways of using social software for learning We discussed briefly the idea of communities and networks In this final section we return to looking at the social dimension of e learning and explore some ideas about new ways of communicating and facilitating the development of learner communities TACCLE handbook CHAPTER 28 NETWORKED SPACE on LEARNING OBJECTIVES By the end of this chapter you should be able to e Ex
74. ONGS RESERVED These are some of the slogans typically found on copyleft material 1 WIKIPEDIA 12 05 09 Shareware WWW Wikimedia Foundation Inc http en wikipedia org wiki Shareware 25 05 2009 TACCLE handbook The concept of copyleft started in the 70 s when groups of amateur programmers would share their source code with each other in computer magazines The movement gathered momentum as a response to the software giants such as Microsoft clamping down on amateurs hacking their software An early pioneer was Richard Stallman who registered Emacs General Public License the first Copyleft license This subsequently became the widely used GNU General Public Licence or more often than not just GPL With one or two exceptions GPL is restricted to software rather than content Public domain software This is software free of any restrictions as to its use modification or redistribution This means users have the free dom to e use and study the work without limitation e copy and share the work with others e modify the work e distribute modified and therefore derivative works The most common one is BSD Berkley Software Distribution This is a truly free software licence free of Copyright or Copyleft restrictions There are many others for example Apache but unless you are a software developer you are unlikely to encounter them Open Source Software OSS For end users this just means free softw
75. PEDIA 20 04 09 ID3 WWW Wikimedia Foundation Inc http en wikipedia org wiki ID3 09 06 08 WIKIPEDIA 20 05 09 Learning Object Metadata WWW Wikimedia Foundation Inc http en wikipedia org wiki Learning_Object_Metadata 09 06 08 WIKIPEDIA 17 05 09 Metadata WWW Wikimedia Foundation Inc http en wikipedia org wiki Metadata 09 06 08 WordPress Blog Tool and Weblog Platform http wordpress org WordPress com Your blogging Home http wordpress com WORDPRESS COM s d How do upload pictures Screencast WWW Automattic http faq wordpress com 2006 07 16 how do i upload pictures 23 06 08 WORDPRESS COM s d Upgrades WWW Automattic http faq wordpress com 2007 07 26 upgrades 23 06 08 WORDPRESS ORG s d Podcasting WWW Free Software Foundation Inc http codex wordpress org Podcasting 23 06 08 TACCLE handbook CHAPTER 26 AUTHORING SOFTWARE EE LEARNING OBJECTIVES At the end of this chapter you should be able to e Explain what authoring software is and how it is relevant to e learning e Describe some different authoring tools e Select an appropriate authoring tool for a particular situation e Download and use an authoring tool WHAT ARE AUTHORING SYSTEMS Authoring systems enable you to create and design your own software An authoring programme is a software applica tion that allows you to create products that are heavily customized without ha
76. TACCLE Teachers Aids on Creating Content for Learning Environments The E learning Handbook for Classroom Teachers CCLE handbook ACCLE WWW TACCLE EU TACCLE Teachers Aids on Creating Content for Learning Environments The E learning Handbook for Classroom Teachers Jenny Hughes Editor Jens Vermeersch Project coordinator Graham Attwell Serena Canu Kylene De Angelis Koen DePryck Fabio Giglietto Silvia Grillitsch Manuel Jesus Rubia Mateos S bastian Lop z Ojeda Lorenzo Sommaruga Narciso Jaimez Toro TACCLE handbook TACCLE THE E LEARNING HANDBOOK FOR CLASSROOM TEACHERS BRUSSELS GO ONDERWIJS VAN DE VLAAMSE GEMEENSCHAP 2009 IF YOU HAVE ANY QUESTIONS REGARDING THIS BOOK OR THE PROJECT FROM WHICH IT ORIGINATED VEERLE DE TROYER AND JENS VERMEERSCH HET GO ONDERWIJS VAN DE VLAAMSE GEMEENSCHAP INTERNATIONALISATION DEPARTMENT EMILE JACQMAINLAAN 20 e B 1000 BRUSSEL TELEPHONE 32 02 790 95 98 e E MAIL INTERNATIONALISERING G 0 BE onderwijs van de E Vlaamse Gemeenschap JENNY HUGHES ED 132 PP 29 7 CM D 2009 8479 001 ISBN 9789078398004 THE EDITING OF THIS BOOK WAS FINISHED ON THE 29TH OF MAY 2009 COVER DESIGN AND LAYOUT BART VLIEGEN WWW WATCHITPRODUCTIONS BE PROJECT WEBSITE WWW TACCLE EU en EL E Prep a THIS COMENIUS MULTILATERAL PROJECT HAS BEEN FUNDED WITH SUPPORT FROM THE EUROPEAN COMMISSION PROJECT NUMBER 133863 LLP 1 2007 1 BE COMENIUS CMP THIS BOOK REFLECTS
77. a folk taxonomy e Ask a maths teacher what they think and what the implications are for maths teaching Resources and reference material Golder S A amp Hubermann B A 2006 The Structure of collaborative Tagging Systems WWW Information dynamics Lab HP Labs www hpl hp com research idl papers tags tags pdf pdf rapport 19 05 09 Grosseck G 2008 Using Del icio us in Education WWW Scribd http www scribd com doc 212002 Using delicious In Education 18 05 09 KIPP M CAMPBELL D G 2006 Patterns and inconsistencies in collaborative tagging systems an examination of tagging practices WWW EPrints http eprints rclis org 8315 1 KippCampbellASIST pdf pdf rapport 19 05 09 Wikipedia 2009 Delicious website WWW Wikimedia Foundation Inc http en wikipedia org wiki Del icio us 19 05 09 Wikipedia 2009 Tag WWW Wikimedia Foundation Inc http en wikipedia org wiki Tags 19 05 09 Wikipedia 2009 Tag Cloud WWW Wikimedia Foundation Inc http en wikipedia org wiki Tag_cloud 19 05 09 Wikipedia 2009 Folksonomy WWW Wikimedia Foundation Inc http en wikipedia org wiki Folksonomy 19 05 09 3 KIPP M amp CAMPBELL D G 2006 Patterns and inconsistencies in collaborative tagging systems an examination of tagging practices WWW EPrints http eprints rclis org 8315 1 KippCampbellASIST pdf 19 05 09 TACCLE handbook TACCLE handbo SECTION 2
78. a mouse modem card reader or camera to a computer So a gadget with a USB connector is simply one which can plug into the USB port s of your computer Videocast e A video podcast also known as a vodcast or vidcast However the term podcast actually includes both video and audio Typically used to describe TV on demand or syndicated rather than broadcast TV or the digital vid eos that can be viewed on YouTube VLE e Abbreviation for Virtual Learning Environment and synonym for Learning Content Management System Vlog vlogging e Short for video blog A weblog that uses video as its primary medium Sometimes called a vidblog Video blogging or vlogging is the act of making a vidblog and also the name of software that enables you to do this Voicethread e Web based social software which facilitates a form of digital conversation in which contributions and responses ona particular topic or thread can be made by any number of people using any variety of audio video text or images Can be used synchronously or asynchronously TACCLE handbook Web 2 0 e Web 2 or Web 2 0 said web two or web two point zero or web two point nought is a term used to describe a second generation of web users who are actively creating and publishing web content rather than being passive consumers and who are using the web in an interactive way for social networking Implicitly the term also refers to the technology particularly so
79. about asynchronous and synchronous e learning later in the book Voicethreads can be set up around a single topic or for a single class or for groups of pupils within a class or between subject areas Once you ve created an account and a collection of identities for students to use while commenting on a voicethread it s time to create your first presentation Begin by carefully selecting a topic that will promote conversation and de bate between students and that can be conveyed through images currently available to you After collecting a series of images that represent your topic carefully script out short opening comments for each image that include a question for viewers to consider Scripting comments prior to recording will allow you to organ ize your thinking and your images in a logical order This early organisation will save time as you produce your final product Initial comments should be somewhere between 1 and 3 sentences long Longer comments will discourage view ers from adding their own thoughts and tend to bore viewers quickly Remember that your goal is to promote con versation not to lecture through pictures If you find yourself recording longer initial comments you probably have images that aren very interesting Monitor the voicethread regularly and make sure that anyone who makes a comment gets a reply If other students fail to respond then you should Not getting a reply is demotivating On the other hand
80. acArthur Foundation Series on Digital Learning Youth Identity and Digital Media Volume BUCKINGHAM D Ed Cambridge MA MIT Press p 119 142 JENKINS H Convergence culture where old and new media collide New York New York University Press 2006 1 Like Henry Jenkins author of Convergence Culture 2 Thanks to Steve Warburton and Yishay Mor for this idea used in the Identities workshop at the London Knowledge Lab TACCLE handbook CHAPTER 29 COMMUNITIES OF SHARING LEARNING OBJECTIVES By the end of this chapter you should be able to e say what communities of sharing are e list at last one example of community of sharing e describe situations in which community of sharing may be useful appropriate for teaching and learning e list the advantages and disadvantages of community of sharing e find collect and share contents related to your course with a community VIRTUAL COMMUNITIES A virtual community e community or online community is primarily a group of people that interact using e commu nication media such as newsletters telephone email or instant messages rather than meeting face to face These communities may be for social professional educational or other purposes and extend across research industry and commerce or may be organisational or regional or topical Virtual and online communities have also become a supplementary form of communication for groups of people who do know each otherin a face to face contex
81. additional characteristics Each unit in a taxonomy is called a taxon TACCLE handbook Technology based training e Similar to e learning but usually used to refer to occupationally based training where trainees learn by working through training programmes ona computer The material may be on a DVD or accessed via the web in which case it might equally well be called web based training Trainees can usually work through the course at their own pace unless time bound on line assessment is built in Technology enhanced learning e Older expression to describe blended learning when technology is used to sup plement not replace face to face teaching Technorati e Technorati is an internet search engine for searching blogs which uses open source software Text messaging e Sending short messages via SMS Short Message Service using a mobile phone Text speak e The abbreviated and modified form of the English language used to make sending text messages quicker before predictive text was available Fallen into disuse on mobile phones but used extensively on real time messaging applications such as Skype and chat rooms and in Second Life where speed of typing is important E g txtspk L8r LOL ur Also called chatspeak txt talk or textese Thread A series of posts on a blog or bulletin board on the same topic Usually clicking on the topic title will show all posts on that thread in date order Often displayed as a family tree of comments
82. aders So for ex ample you could create a blog where an entire class can develop a discussion around a topic This could be a project carried on in groups where every group uses the blog to update the rest of the class about their work It could be a thought exchange platform around a current affairs issue where the teacher wants students to express their indi ED TACCLE handbook vidual thoughts and also comment on the opinions of others Or it could be that students use the blog as a personal diary related to for example their work experiences Students could also keep a blog with pages for each subject area on which they could keep a record of their interests their research books they have read or web pages they have visited It can also be somewhere where they can post their homework assignments reports or essays You could share a blog with other teachers to give your students useful news and information about particular cours es or set up your own personal blog around your own research interest It is also a useful way of sharing teaching resources or material with colleagues SEARCHING FOR BLOGS If you just type blog into Google you ll get more than 5 million links To make it easier to find a particular blog Google has developed a tool for searching blogs www google com blogsearch ASSIGNMENTS e Search for different kind of blogs single author and multi author personal and professional and try to understand
83. ading on the electronic frontier Reading USA Addison Wesley Pub Co 1993 Video Henry Jenkins on the power of media in a 21 century trans mediated world VIMEO 2009 Henry Jenkins on Transmedia WWW Vimeo LCC http vimeo com 4672634 25 05 09 WHITE D 2007 Results of the Online Tool Use Survey undertaken by the JISC funded SPIRE project WWW Roloter www rolotec ch blog archives survey summary pdf pdf rapport 25 05 09 TACCLE handbook GLOSSARY Aggregators e A website which collects the headlines and highlights of other websites This could either be the lat est national or international news reports or could be dedicated to a particular topic Sometimes these are collected manually by the website owner sometimes they are collected automatically by browsers API e Abbreviation for Application Programming Interface which is a set of protocols or rules provided by libraries or operating system services that enable other programmers to build applications that can communicate with one another API s are designed for programmers Application e Software that performs a particular function for the user as opposed to system software which makes the computer run or middleware which integrates the computer s operations Application refers to both the soft ware and its implementation Asynchronous methods Teaching and learning methods using web based and other e learning resources that are independent of time
84. ages different abilities and different contexts it works very well Another problem is that people with similar methods of classifying things may reinforce each other s biases and pre existing viewpoints Folksonomies are usually generated by people who may have spent a great deal of time interact ing with the content they are tagging unlike say librarians who can classify and store books they have never read and whose content they know nothing about This level of interaction may impair objectivity and make it difficult for them to describe content in relation to items they are not as familiar with or know nothing about For example the lack of a hierarchical structure for the tagging system makes the tag relevant to what they are actually describing but often fails to show their relevancy or relationship to other objects of the same or similar type Consider the wind farm example If were someone teaching tourism or environmental studies might find the arti cle very useful and tag it with words that other tourism teachers or environmental studies teachers would be famil iar with might also use words that reflected my own value judgments or represented the prejudices or assump tions of a wider community might want to tag it destroying environment visual pollution or tourism threats which is not a lot of help to the physics teacher looking for an illustration of kinetic energy even though it might be very relevant
85. al The possibilities are endless Comic strips are designed to show chronological sequence and dialogue so almost any historical narrative could be told this way Cartoons and Comics for micro reflection You can also use Cartoons and Comics as an alternative way to engage students in reflection about their own learn ing Although reflection is often associated with the student s portfolio activity the truth is that many students find it difficult to produce reflective accounts of their learning in extensive narratives Cartoons and Comics are an effective way to make the reflective practice more attractive to the learners ASSIGNMENTS e Make a comic book strip about yourself or turn last years holiday snaps into a strip cartoon e Liven up one of your existing Powerpoint slides by inserting a comic picture e These days it is becoming more and more important for students to reflect on their learning However most stu dents seem to consider reflection to be quite boring and a difficult thing to do Use avatars animated cartoons to engage students in micro reflection This is a simple exercise and can be quite fun Ask students to write only one sentence about what they learned in class Have the students type the message in Voki Ask the students to either email it to you the teacher or to embed it in their blog or class wiki TACCLE handbook Resources and reference material A webquest for students GRAMMARMAN COMIC Is dl Web
86. al materials such as video sound image text and composite media like web pages DVD e Abbreviation for Digital Versatile Disk or Digital Video Disk for storing high quality video as well as other kinds of data E Learning programme e E Learning software or E Learning courses Electronic Learning Environment e Synonym for computer based and web based learning environments which incorporates both E Mail e Contraction for Electronic Mail or a programme for creating sending and receiving E Mails via the internet Emoticons e The little faces which have a range of expressions to capture the writer s mood or feelings in web based communication or the short sequence of typed characters which represent them For example or for smiling or happy e technologies e Synonym for Information and Communication Technologies Ethernet e Ethernet is a networking technology that enables you to connect computers together and to connect computers to a modem using a cable F2F e Abbreviation for Face to Face meeting e g in a classroom Feed aggregator e See aggregator TACCLE handbook Feed reader e See RSS reader Firewall e Security programme to stop unauthorised access to a computer network or prevent users of the network accessing certain sites Flash e Distributed by Adobe Flash is a multimedia platform for adding interactivity such as audio video and ani mation to web pages Flash Player e Plug in that enables the playing
87. ally professional looking product can be quite tricky In addition there are large numbers of authoring tools that are related to specific subject areas language learning seems to do pretty well in this department Although there are a large number of e learning authoring programmes on the market they can be roughly grouped under some broad headings Presenters Typically these are editing programmes that enable you to take your Powerpoint presentations and con vert them into Flash graphics Content Creators Programmes which allow you to create lesson or course plans and add interactive content Editors Editing suites may be rolled into content creation programmes or stand alone Typically they allow you to create web pages without having to program in HTML Video encoders Allow you to convert your video files into Flash so that they can be published on the web Activity based programmes a bit of a catch all for those programmes which just enable you to create crosswords TACCLE handbook EI quizzes action mazes word squares tests cloze exercises and so on Assessment and Tracking There are some packages created to manage on line learning by tracking students and recording student assessment In fact they provide a lot of the elements of a LMS but are often bundles with content authoring software Many authoring tools come bundled together in suites or packages of tools Some are downloadable a few are held ona server and you a
88. an add graphics to a video e Describe how podcasts can be distributed and syndicated WHAT IS A PODCAST A podcast is like a radio or TV show However instead of being broadcast live a podcast is recorded and then dis tributed over the internet so that you can listen to it whenever you want You may have already seen podcasts listed on the web sites of radio and TV stations However there are thousands of podcasts available from other providers ranging from general interest entertainment shows to those focusing on specific topics e g computers or music or science or education Wikipedia describes a podcast rather more technically as a series of audio or video digital media files which is distributed over the Internet by syndicated download through Web feeds to portable media players and personal computers The other major difference between podcasting making and transmitting podcasts and traditional broadcasting is that anyone can create a podcast and make it available to others without the need for the expensive technologies that radio and television use There are debates around the history of the word Some sources claim it is a portmanteau word combining i Pod and broadcasting Others that P O D is an acronym for Personal On Demand casting It is used as a noun to describe the content or a verb to describe the process of making and publishing podcasts There are many opportunities for using podcasts in your teaching At its
89. an choose several quality levels ranging from 0 to 100 percent The lower the qual ity level the smaller the size of the file but the higher the loss of information the edges become blurry and vice versa GIF GIF is an abbreviation for Graphics Interchange Format GIF is used for images with fewer colours up to 256 and there is no loss of information when compressed It is useful for graphics and illustrations GIF compression is inap propriate for images with gradients such as photographs You can save sequences of GIF images as an animation and it also allows transparency However you cannot have shades of transparency unlike the PNG format either a pixel is transparent or it is not PNG PNG is an abbreviation for Portable Network Graphics It is similar to the GIF format It also saves up to 256 colors but with a better compression rate than GIF Unlike GIF it allows shades of transparency These are called alpha channels PNG is the most recently developed format However it has some drawbacks Internet Explorer up to version 6 does not support alpha channels but all other recent browsers Firefox Safari Opera IE 7 do although they may interpret the image differently which is another problem It also needs more memory space than a JPEG JPEG GIF PNG Application Photos with gradients little Graphics illustrations icons logos text Clipart with sharp contrasts smooth curves edges less colors Ges RE eee SE EE
90. ange of learning strategies It has also meant that the former distinction between face to face learning distance learning and blended learning is becom ing blurred as the same technologies can be used in each context The use of ICT and a combination of synchronous and asynchronous delivery allows us to present the same content in many different ways and thus address the needs of different learners more effectively than traditional face to face teaching Moreover individual learners are able to make their own choices For example a learner could read an entry in an encyclopaedia but could use a speech synthesiser instead Video and other multimedia material to support the content can be embedded in the entry Or a lecture can be videotaped and later made available online Editing raw material whether text audio or video is an excellent way for students to capture the essence of the content in a much more engaging way than writing notes or summaries Producing a podcast may be the alternative to producing essays while at the same time it develops a whole range of other skills and competences We will return to design issues in the next part of the handbook when we look in detail at creating digital learning materials Facilitation or tutoring competences Although our objective might be to help pupils develop as autonomous learners very few of them will be sufficiently independent not to require both cognitive and organisational help from thei
91. are WHAT IS A LEARNING OBJECT In the broadest sense Learning Objects are a set of resources or materials created to support a given teaching and learning context and which can be reused and potentially repurposed So a Learning Object could be a book or a handout or a game or flashcards or a podcast or a video However when we talk about Learning Objects we gener ally mean digital Learning Objects such as videos podcasts digital stories and cartoons web pages blogs and wikis Sometimes Learning Objects is abbreviated to LO when the digital is usually implied sometimes to DLO to make it explicit that it is a digital learning object A learning object is not just a thing but a new way of conceptualising the learning process rather than the tradi tional several hour chunk they provide smaller self contained re usable units of learning To make it even more confusing there is no consensual definition There are as many definitions as there are users So here is an easy one from Wikipedia A learning object is a resource usually digital and web based that can be used and re used to support learning So to recap Learning Objects are discrete self contained units of instructional material assembled and reas sembled around specific learning objectives which are used to build larger educational materials such as lessons modules or complete courses to meet the requirements of a specified curriculum Learn
92. are For software developers it means Copyleft software i e free of restriction except that it cannot be reused or redistributed other than under the same licence Another important criteria is that the programme must include the source code and must allow distribution in source code as well as compiled form Typically as adaptions are made or bugs are ironed out by other users they are circulated back to the original devel oper and the wider community so there is an ongoing process of user led development OPEN CONTENT This is a generic term to cover creative works that are usually covered by a Creative Commons licence One of the ideas behind learning objects was to promote reuse At one time it was assumed that most digital learn ing objects would be produced by specialists and that teachers and schools would either buy these materials them selves or would enter into consortia to purchase computer based learning materials Materials would be held in re positories or banks of learning objects and standards like SCORM would ensure that the learning materials could be played in any Learning Management System Although this idea took hold to some extent in the corporate e learning world it has had only a limited impact in schools and public education One of the problems was standardisation Teachers are often happy to use learning materials developed by others just as they use textbooks in schools but often want more freedom to chan
93. are also shown There is a facility for commenting on the presentations If you want to upload your own presentations you normally need to register for an account We recommend SlideShare as it is easily the biggest is easy to use and is free It also seems to have more teachers using it than other sites so the material is likely to be more relevant You create your slide show tag it and upload it onto a host site You are given the option of making it private or pub lic available or not available as a download for other users and can also indicate whether other users can reuse or repurpose it for another context Publishing and embedding Every presentation uploaded gets a unique url that can be embedded in blogs websites LMS email or even other PowerPoint presentations More recently new generation software such as authorSTREAM allows its users to share their presentations on Apple iPod or iPhone or on equivalent devices and to upload it on YouTube AuthorSTREAM TACCLE handbook also supports sounds gif animations and narrations within a PowerPoint presentation USING SLIDESHARE OR OTHER PRESENTATION SHARING SOFTWARE IN THE CLASSROOM The greatest value of SlideShare it must be said is not actually in the classroom but in the time it saves teachers preparing lessons and in preparing their own presentations However pupils can access SlideShare as part of their research on a topic and older pupils can be encouraged to use SlideShar
94. arn creativecopmmons org Question 2 Allow modifications of your work If you answer Yes then you will get a licence with neither the No Derivatives ND restriction nor the Share Alike SA restriction If you answer No then you will get a licence with the ND restriction If you answer Yes as long as others share alike then you will get a licence with the SA restriction For additional information regarding the ND and SA terms please look at the ccLearn FAQ You then need to indicate the jurisdiction of your licence The global standard licence is called Unported which is en coded as None of the above the last item in the list Note that all of the licences regardless of the assigned juris diction are in force worldwide In other words it is not possible to select a licence that is only applicable in a single country or jurisdiction For more information about jurisdictions and this choice please consult the ccLearn FAQ Based on your choices here you will be assigned one of the Creative Commons licences for your work Step 4 Continuing down the License Your Work section you will see that you are asked to provide Additional Information This information makes it very easy for people to give you credit when they use your work It can also be used by search engines to make your work much easier to discover on the Internet If you have any questions about any of the fields click on the i nex
95. ased information However it does mean you have to be very clear when you define your learning goals Learning goals also differ in complexity Here is one model you may have encountered others 1 develop memorisation and understanding know what 2 analysis application and creation know how 3 knowing how to act in complex and real situations know if TACCLE handbook Motivation You need to ask yourself what added value a digital LO will bring to the learning experience What will it do that can not be done another way What will the learning experience lack without it Often the answer is that a LO can pro vide situated learning opportunities that otherwise might not have been possible Teachers can use LO to connect their classroom to the outside world to other people doing similar things or interested in similar things or tackling the same problems Learners can be actively involved in real life and the learning can be contextualised For instance rather than the teacher giving information to a class she could make a podcast and upload it on a blog for students to comment on it Or the students could interview the teacher or several teachers about the subject and make their own podcast Then they could look for sites used by the community of practice that is engaged in that topic and contribute to their bulletin board or chat As their knowledge and confidence increases they could join in an on line conference
96. ata and even swap notes with each other is also F2F communication Conversely other writers think that this is not face to face communication and would argue that it is a form of dis tance learning Either way we do not find this a particularly helpful distinction Asynchronous learning Asynchronous learning is when learners access learning materials which have already been developed and produced by someone at a different time and usually in a different place This might include CDs DVD s and textbooks as well as online resources However learning material could also be blogs comments on blogs contributions to on line forums or the text of a Skype chat The distinction between e learning and e communication breaks down E mail is obviously a communication tool but if one of your students e mails you a question about a project they are doing and you e mail a reply with some information and your comments together with some links to useful web sites is that communication or can the text of your message be considered e learning And frankly does it matter The important thing about asynchronous e learning is that the learners work at their own convenience They can typically choose the time the duration the frequency and the pace at which they learn Asynchronous learning covers a broad spectrum of e learning methodologies At one end are the off the shelf CD ROMS or DVDs often produced by commercial companies These are int
97. ate particular topics Finally we are more conscious than most of the rapid changes in e learning Changes are happening not only in the technologies but also in the pedagogy underpinning it and in the social environment in which education including e learning takes place The two year lead in time between writing a book and its subsequent publication means therefore that there is a built in obsolescence which it is impossible to avoid In recognition of this we have tried wherever possible to indicate general trends and directions as well as current practice However these tend to be our personal opinions and a paradigm shift in technology could prove us to be quite wrong TACCLE handbook SECTION 1 GETTING STARTED This section enables you get started on using e learning methods in your classroom right away It might not seem the most logical place to begin but we will return to the explanations and theory later in the book Just for now we think that it is more important that you get involved with doing something practical TACCLE handbook CHAPTER 1 WHAT IS E LEARNING On LEARNING OBJECTIVES By the end of this chapter you should be able to e Say what e learning is e Distinguish between what is commonly meant by e learning and related terms WHEN DID IT ALL START E learning or electronic learning is simply the delivery of education or the acquisition of knowledge using comput ers or computer based materials a
98. b http reusability org read chapters wiley doc retrieved on 2008 04 29 6 Based on Wikipedia definition TACCLE handbook CHAPTER 21 DESIGNING LEARNING OBJECTS OBJECTIVES At the end of this chapter you will be able to e List some of the factors you need to take into account when designing learning objects e Apply the rules of good design to learning objects you create WHERE TO START If you are keen to experiment with producing LO it is better to think less ambitiously to start with Instead of trying to create perfectly compatible SCORM compliant instantly reusable LO think about which bits of content in your courses are likely to be useful in other courses Then focus on designing some e learning material around this Think of it as investing a little more time on design and production of e resources now in order to save time later Things to consider When we create or repurpose LO we need to think about e The audience what sort of learners is the LO is aimed at e The purpose what are the learning goals and what will the learners achieve e The motivation how will the LO provide added value to the learners experience e The design how will the learners be involved or interact with the material The audience When creating a DLO we need to bear our audience in mind what kind of learners are we targeting and how are they likely to engage with the learning Understanding our learners motivation their strengt
99. b 2 0 tools e Describe situations in which social software and web 2 0 may be useful for teachers e List the advantages and disadvantages of social software and web 2 0 e Use social software and web 2 0 tools In the first part of this book we introduced you to some easy to use software applications that we felt would enable you to get going with e learning very quickly We deliberately omitted any theoretical social or pedagogical expla nations in the hope that if you were only to read the first chapter you would at least be inspired to DO something rather than seeing e learning as something to know about but best left to experts All the applications we described belong to a particular group of software we call social software This chapter pro vides a broad overview of the terms Social software and Web 2 0 and why and how they are relevant to teaching and learning WEB 2 0 Web 2 0 is a term used to describe both trends in the way that people are using the World Wide Web and also chang es in the technologies that simultaneously drive and reflect the changes The term 2 0 mimics the way developers label new versions of software However web 2 0 does not refer to an up grade in the technical specification of the web it is a metaphor used to describe how web designers and web users are moving in a new direction The predominant way that people used to use the web was to access information or media products a
100. be the same data using differ ent words So we might tag a useful article on Wind Energy as energy conversion kinetic Key Stage 3 physics and load it as a bookmark onto del icio us Another teacher may read it and tag it with environmental issues car bon footprint alternative energy Yet another may tag it with green politics alternative lifestyle and so on There are no rights or wrongs However although 3 teachers may tag something completely differently if 10 000 teachers tag it patterns will start to emerge Some words will appear more frequently than others Some will not be repeated at all The more people you have describing something the more consistent the descriptors You can then tell new users how many other people used particular words This may give new users ideas about how they want to tag the item or they may choose a brand new word This information can be represented in different ways either by providing a list of words with a frequency count for each one or by creating a tag cloud in which the most frequently used words appear in larger text People searching for information can then use this to make judgments on the likely relevance of the tagged item So for instance if 99 people had tagged my item on Wind farms using words like tourism countryside environment alternative en ergy if you were a physics teacher looking for som
101. bit as they would visit a library or watch television or go to see a film A key concept of web 2 0 is the idea of web users actively participating and creating the web content rather than being passive consumers At the same time web designers have been creating tools that help people do this particularly tools to enhance creativity to work collaboratively and to share information Some of the ways they can do this we have already explored WHAT DO WE MEAN BY SOCIAL SOFTWARE AND SOCIAL MEDIA Social software is simply web based programmes that allow users to interact and share data with other users One of the earliest ones was www classmates com set up in1995 reconnecting old school pals It was very suc cessful and cloned a range of similar sites for example Friends Reunited which had a similar purpose and Genes Reunited which helped people build and join up their family trees Another early website was www sixdegrees com This was based on the notion of the Six Degrees of Separation or the number of links it takes before everyone in the world can find a connection with anyone else For the first time it allowed people to create links with their own friends family and acquaintances and through cross links with other users you could set up a network The idea spread and more sites inspired by www sixdegrees com were established such as Friendster My Space TACCLE handbook Facebook Linkedin and Bebo These rapidly became
102. ble by the user base and the capacity to respond quickly to language change without the errors that inevitably arise in naive unsupervised folksonomies USING META DATA FOLKONOMIES AND TAGGING IN THE CLASSROOM Discuss some of these issues with your students however young We know a group of eight year olds who were taken to the public library to look at classification systems they found about eight or nine The same eight year olds were asked to reorganise and store the play and learning materials in their classroom by generating their own folksonomy Encourage students to talk about classifying the topics they are studying and whether folksonomies would work better or less well than hierarchical taxonomies What would a folksonomy of the animal kingdom have looked like rather than a Classification of the Animal Kingdom Could we have an equivalent to a Flora and Fauna 3 Get students to tag all their work using key words Teach students how to use folksonomies intelligently by explaining how they work what tag clouds mean and so on ASSIGNMENTS e Try out several applications that use tagging e g del icio us and flickr e Decide whether you feel more comfortable using hierarchical systems or folksonomies and discuss your opinion with a friend or colleague e Think of at least two examples in your everyday life where you have created contributed to or used a folksonomy e Use Wikipedia to find out the difference between a folksonomy and
103. bum for them then drag and drop frame by frame into separate Powerpoint slides You will need to resize as the image will be too large for the Powerpoint frame HOW CAN YOU USE CARTOONS The interesting thing about cartoons and comics is that they can actually be used in almost all subject areas and are a great ways of getting students involved in project activities right across the curriculum We have given you some examples below TACCLE handbook EI Cartoons and Comics in Language Learning Cartoons and comics are commonly used in the language classroom and many traditional text books use them Comic strips can be used to create dialogues to address topical issues encourage creative writing activities or sim ply to explore a new medium through which language can be exercised It helps learners acquire languages compe tences in a relaxed and contextual way and develops both reading and writing skills Cartoons and Comics in the Sciences classroom In science cartoons and comics can be used not only to appeal to students imagination but also to provide them with different ways of presenting what they are learning One class created a comic strip which recorded their nature walk and also blew up to poster size some comic pages illustrating their findings about a project they did on water Another bonus is that they make very lively and colourful classroom displays Cartoons and Comics in the History classroom and humanities in gener
104. can recognise things that are more or less the same even though they are labelled differently and they can make connections between content To create the algorithm to teach the computer to do it as quickly and as intuitively as the human brain would be extremely complicated and the processing time would be long For this reason it is increasingly important that the skills of us ers as well as software developers are somehow harnessed The idea of a Semantic Web is a first response to these issues The Semantic Web is envisaged as a net of interconnected resources that allows us to define web content and the relationship between different bits of content in a way that both users and computers can understand The Semantic Web is also considered to be a new form of web content which provides standard languages for expressing both data and rules for reasoning For this reason it is also known as the web of data As yet it is in its infancy The following section explains some of the ways in which users are important developers and how they can con tribute FOLKSONOMIES AND TAGGING Folksonomy also known as collaborative tagging social classification social indexing and social tagging is the practice and method of collaboratively creating and managing tags to annotate and categorize content Put more simply it is a labelling system so that you can find things on the web 1 In many countries in Europe except for
105. cation of the ACM 9 1966 9 p 671 678 Downes S Models for Sustainable Open Educational Resources Journal of Knowledge and Learning Objects 3 2007 p 29 44 Retrieved September 09 2001 from the World Wide Web http ijklo org Volume3 IJKLOv3p029 044Downes pdf Learning with Computers a group of educators who get together to learn how to integrate computers on their teaching http groups yahoo com group learningwithcomputers REIGELUTH amp NELSON A new paradigm of ISD in Educational Media and Technology Yearbook BRANCH amp MINOR Eds Englewood Libraries Unlimited Inc 1997 Vol 22 p 24 35 VITAE A community promoting mentoring in the field of learning Technologies http vitaeproject ning com WILEY D A Connecting Learning Objects to Instructional Design Theory A Definition A Metaphor and A Taxonomy in Wiley D A The Instructional Use of Learning Objects 2000 Retrieved April 29 2008 from the World Wide Web http reusability org read chapters wiley doc retrieved on 2008 04 29 4 REIGELUTH amp NELSON A new paradigm of ISD in Educational Media and Technology Yearbook BRANCH amp MINOR Eds Englewood Libraries Unlimited Inc 1997 Vol 22 p 24 35 5 WILEY D A Connecting Learning Objects to Instructional Design Theory A Definition A Metaphor and A Taxonomy in Wiley D A The Instructional Use of Learning Objects 2000 Retrieved April 29 2008 from the World Wide We
106. ccess them on line If you are planning on spending money on one of these total e learning au thoring systems check the components carefully You will find that very often the lowest price provides just one or two core programmes the equivalents of which are probably available for nothing then you have to pay extra for a range of add ons which are the really useful bits The following tools are the ones we have tried and tested and are our own personal favourites We have put the free ones first because we like those The others are commercial packages and we have not necessarily chosen those we think are overall the best but those that represent best value for money and ease of use We have also restricted our choice to the companies who let you download a free trial so that you can make up your own mind before buying eXe free A must have in your tool box if you are planning on developing web content eXe is an e learning HTML editor means you can create web pages without having to understand anything very much about html You can download the latest version of the eXe software from the front page of the eXe project website http exelearning org There is a great online tutorial on getting started with exe at the following address http blogs bath ac uk elat exe getting started with exe xerte free Xerte is another authoring tool that is freely available and free to use It produces Flash based output that can stand alone or be
107. cial software that both drives and reflects this change The term 2 0 mimics the way developers label new versions of software However web 2 0 does not refer to an up grade in the technical specification of the web it is a metaphor used to describe how web designers and web users are moving in a new direction W3C e Abbreviation for World Wide Web Consortium W3C is an international non profit organisation that acts as a resource centre for the World Wide Web and is active in setting technical standards WCAG e Abbreviation for Web Content Accessibility Guidelines 1 0 which ensure improved access to the web and web content for people with disabilities Produced by W3C Web application e Software that performs a particular online function for the user like Facebook Flickr iGoogle Etc WBT e Abbreviation for Web Based Training WBT A sub set of e learning usually used to refer to work related training similar to CBT but delivered over the internet May include both asynchronous and synchronous components Web Conference e Web conferencing is conducting live meetings or presentations using the Internet In a web con ference each participant sits at his or her own computer and is connected to other participants and different loca tions They may be able to see and hear each other and send text messages or data files to each other Participants can indicate to the moderator when they want to make a contribution The soft
108. commonly known as blogs To blog can also be used as a verb meaning to maintain or add content to a blog Blogs are essentially self contained and rather like a diary reflect the opinions thoughts and ideas of the people who write them Many blogs provide commentary or news on a particular subject Others function as more per sonal online diaries Sometimes they are related to academic sites or subjects in order to develop in depth discus sions about specific fields Blogs are an increasingly important communication tool in social work and academic contexts Most blogs are text based but often combine the text with images and links to websites and other blogs and media related to its topic Entries are commonly displayed in reverse chronological order The structure and layout of a blog will reflect an individual user s approach to gathering and arranging information A blogs can be a two way tool that allows interaction between the writer and the reader with facilities for people to comment or offer feedback on what the blogger has written Micro blogging is another type of blogging that consists of blogs with very short posts They are often used to share web links or other kind of fast information For example Twitter is a micro blogging application that is based on your reply to the question what are you doing cf tweets It is used to update other people in your network frequently and quickly on where you are who you are
109. condensed but skim reading is harder on screen e The structure of the information is not linear any more Hyperlinks and the potential to move randomly through thousands of linked pages can lead to the feeling that the learning content is potentially overwhelming How can you make it easier to read text on the web The first decision is to choose the appropriate tool This could be a text document like Word document PDF etc presentation software like PowerPoint an html file a learning path for example produced with eXe a weblog a wiki When you are making this decision you need to take into account whether you or your students have the technical and social skills to use the tool For example some will have the technical skills to use a wiki but they may not have the social skills necessary to work cooperatively You may have to do some work on this first or at least prepare some guidelines and provide examples TACCLE handbook OG There are some other things you can do to improve readability Fonts e Use a font specially created for the web such as Verdana e Use a common font or browsers might not support it and default to something you don t want e Limit the range of fonts you use You can get away with two or maybe three any more looks messy e Limit use of display fonts to headings A good rule of thumb is that if you have more than one line of text don t use a display font use a body text Alternatively use two or
110. contribution to make This is reflected in many of the design features of Moodle The major characteristic of Moodle apart from its origins is its large and continuously growing community of users that gives the system an enormous vitality ATutor ATutor is specifically designed to meet the highest level AA technical specifications of the World Wide Web Consortium W3C laid down in their Web Content Accessibility Guidelines 1 0 to ensure improved access to the web and web content for people with disabilities Dokeos Dokeos is used mainly by international companies it supports over 30 different language versions by public admin istrations and universities It is designed to help teachers create educational content which is SCORM compliant to help structure learning activities to interact with students and monitor their progress through a reporting system This list is not exhaustive but covers the most widely used systems To find out more about them just Google them or use the url given at the end of the chapter There is no best system It is up to you and your institution to decide which one to use For further help take a look at the web site of the JOIN project see end of chapter for url which provides information advice guidance and re search on the use of open source software in education for the education community TACCLE handbook ASSIGNMENTS e Find a student or newly qualified teacher and ask them whet
111. cs it will cover and the style of writing might give you an insight into the author s personality It will also have the most recent post and access to all the other elements for example a profile of the author the in dex of items and a blog roll Blog roll A blog roll is a list of links to other blogs or websites that the author recommends or considers important or where the reader could find additional information We suggest you create your personal blog roll Comment A blog is usually open to readers comments Every author can decide if he wants to let his readers comment on his posts Most people allow this because they find the feedback and discussion useful Page The author can also create other pages apart from the index page You can use these pages to go into more detail about some of the topics covered in your posts or you could create a specific page for your profile or an explanation of your project or your research Tags A tag is simply a keyword attached to a bit of data such as a blog post a bookmark a file a picture a video that de scribes the item so that it can be found again The person who creates the item in the first place can choose whatever tag they want or other people using the material can tag MULTI AUTHOR WEBLOGS So far we have only talked about single author blogs You can also have a blog set up so that it can be shared be tween many users Typically each author will have their own page and
112. d RSS enabled Websites and displays any updated information that it finds These can be web based desktop based or on a mobile Screencast e Also known as video screen capture this is a video podcast made with screenshots of your computer display Just as a screenshot is a picture of a user s screen a screencast is a film of the changes over time that a user sees on his monitor and may also have an audio track added SCORM e Abbreviation for Shareable Content Object Reference Model SCORM is a collection of standards and speci fications for web based e Learning to find import share reuse and export learning content Scripting language e High level programming languages such as PHP or Javascript or Perl that allow some control over the behaviour of software applications used by software developers Search Engine e An application that supports a search using keywords or phrases on the World Wide Web like e g AltaVista Google Lycos Yahoo Second Life e Second Life SL is a web based virtual world developed by Linden Lab and launched in 2003 A free client programme called the Second Life Viewer enables its users called Residents to interact with each other through avatars Residents can explore meet other residents socialize participate in individual and group activities and create and trade virtual property and services with one another or travel throughout the world which residents refer to as the grid Second Life caters to
113. d mark up lan guage used on the web is HTML Hyper Text Mark up Language However this is quite complicated for the average user Wikis use a very simple mark up language sometimes called wikitext that can be used by almost anyone and wiki software has built in instructions which tell you all you need to know Each time someone makes a change it is recorded There will usually be a recent changes page and also a revision ED TACCLE handbook history showing who made what changes and when It is also possible to restore a previous version of the work The importance of links One of the key features of a wiki is its ability to create meaningful links between the pages Think how Wikipedia uses several devices to direct you towards other pages that are related or that might interest you So if you are building a wiki creating links is important because they are a simple way to generate new wiki pages Links can be created easily by putting the words you want to link in brackets and the software automatically transforms them into live links to pages named with the same word If no such pages exist they are automatically created Trust and security Wikis are obviously open to abuse As Lars Aronsson puts it It sounds like offering free spray cans next to a grey concrete wall Rather than make it difficult to edit and add content wikis are designed so that unwanted material can be got rid of easily Editors can chec
114. data standard for advertisements or business docu ments some are more general The standards that are relevant to education are Adobe s Extensible Metadata Platform XMP This is a labeling technology that allows you to embed data about a file into the file itself It is a standard for photos and images Dublin Core Metadata Initiative DCMI The Dublin Core metadata element set is a standard for cross domain information resource description It provides a simple and standardised set of conventions for describing online resources under 15 headings or properties The Dublin Core is widely used to describe digital materials such as video sound image text and composite media like web pages It uses XML To see the 15 elements go to http dublincore org documents dces or look at Chapter 12 in this book Learning Object Metadata LOM This is a data model usually encoded in XML used to describe a learning object and similar digital resources used to support learning The metadata you add can be saved internally in the file itself or externally by a repository in a database leg Digital Asset Management System DAMS You can learn more about repositories and what they are in a later section Although it seems a bit contradictory to have several sets of standards most of them are interoperable i e they are compatible and the data can be evaluated by other standards HOW TO ADD METADATA Most of the common software you use will have
115. definition assessment includes e Measuring quantification of learning and use of numerical indicators such as grades marks pass rates etc e Testing against standards and the use of objective tests e Qualitative observation procedures so that complex tasks and performances multi dimensional learning can be addressed The ways in which we assess students are under scrutiny Not only are assessment methods being challenged but also the very purpose of assessment is being questioned Many of you will by now be familiar with the distinction between Assessment of Learning and Assessment for Learning The first is about measuring performance out puts and achievements against norms or standards The second newer approach looks at assessment as an aid to learning E technologies have provided us with new ways of learning and made us think about how we can use their poten tial to do things we could not do with traditional learning The same is true for the assessment of learning We can either try and fit traditional methods of assessment into new technologies or we can use them to think of different ways In fact some of the principles of Assessment for Learning are easier to put into practice in e learning than in traditional learning environments The rest of this section looks in more detail at some of these Authenticity Assessment tasks should be contextualized and connected to learners lives so that they are relevant a
116. e hobbyist bulletin board enthusiasts who maintain the old style bulletin boards The abbreviation BBS Bulletin Board System which originally referred to the non internet version has been maintained in common use to refer to internet forums as well Camcorder e A portable device that combines a video camera aka vidcam with a built in video recorder CD ROM e Abbreviation for Compact Disc Read Only Memory A CD ROM is an optical disc on which data can be stored using a laser This process is called burning a CD ROM Chat Room e An interactive web page on which users can type text messages on line which can be seen immediately by other people in the chat room i e on the same page in real time People in the chat room typically use handles to identify themselves so there is usually a high degree of anonymity Several users may be texting at once in the same space unless this Is restricted Chat rooms can be open or restricted access some are free some you pay for Chat rooms are rather like a synchronous version of a bulletin board and are usually dedicated to a particular theme or target group Client e A computer application or system that accesses services from another computer a server via a network Initially applied to the dumb terminals that were connected to mainframe computers Modern examples include web browsers that connect to web servers and retrieve web pages for display and e mail clients which retrieve e mail
117. e Finding the tag sets of another folksonomy user that are useful and following them to find related content PLE e Abbreviation for Personal Learning Environment an individual combination and use of tools for the purpose of learning Personal Learning Environments are systems that help learners take control of and manage their own learning This includes providing support for learners to set their own learning goals manage both the content and process of their learning and communicate with others in the process of learning Plug ins also add in or snap in e A computer programme that interacts with a host application to provide a specific function e g software that a browser needs to run certain elements of a web page such as Flash Player QuickTime Shockwave etc Other programme developers can create plug ins to extend the capabilities of the host application to re duce the size of the application so that it loads more quickly or to support functions anticipated but not yet developed Plug ins are also used sometimes to separate the application from its source code to avoid licensing problems PNG e PNG said Ping is an abbreviation for Portable Network Graphics It is a graphics format similar to GIF format which it is designed to replace It also saves up to 254 colours but with a better compression rate than GIF and unlike GIF it allows shades of transparency Unlike GIF which depends on a patented code PNG is open source with n
118. e as a resource to provide supplementary information around the topic they are studying Asking students to making a PowerPoint presentation and upload it is also a good assessment vehicle ASSIGNMENTS e Sign up for a SlideShare account and publish your next presentation e Reuse or repurpose an open content presentation you found on SlideShare with a class you are teaching Resources and reference material Just Google the names of the software listed above in the text for more information 1 No copyright or a Creative Commons license that permits this More on this in another chapter TACCLE handbook CHAPTER 8 SOCIAL BOOKMARKING e LEARNING OBJECTIVES At the end of this chapter you will be able to e Say what social bookmarking is e Explain how it can be an important tool for learning e Set up and use a social bookmarking account WHAT SOCIAL BOOKMARKING TOOLS DO Social bookmarking tools enable users to store manage search share and organise bookmarks of web pages The average teacher browsing the web may hit on hundreds of sites they want to be able to store for quick access at a later date One way of doing this is to add them to your bookmarks on the toolbar of your browser This has some disadvantages Firstly the list very quickly becomes very long and unmanageable so you have to spend time setting up a system of folders and sub folders which is time consuming Secondly the bookmarks are held only on your compute
119. e can do PHOTO SHARING IN THE CLASSROOM Sites such as flickr have revolutionized preparing presentations worksheets classroom displays and other teach ing materials Images are available on every subject under the sun and beyond If you intend to publish or share any of your materials that contain downloaded images you MUST check that you are allowed to do so and under what conditions TACCLE handbook Rather than searching directly on flickr for pictures then finding that you are not allowed to reproduce them try the following Go to http search creativecommons org Play the short video there which will tell you all about Creative Commons Licences or read Chapter 26 in this handbook Then click on the flickr logo in the top tool bar This will take you into flickr but will filter out all the images that are not freely available for you to use At the top of the page there is a green box where you have the option of refining your search further The only one you are possibly going to need is the one that filters in only those images you are allowed to modify and adapt as we explained above Make sure that students understand these rules too Set pupils assignments that involve using a picture sharing repository For example ask them to find pictures in advance of a lesson around the topics you intend to cover Print them off and make a wall display or put them all into a PowerPoint presentation and work your lesson around it Pupil
120. e main points If we think of social software as a broad and varied category of web tools then we can begin to think how they can be used to support computer mediated collaboration between students and teachers For example we could create a collection of useful resources websites photos wikipedia articles videos etc Once created the resources can be or ganized by adding tags creating a categorisation system by using shared bookmarks or by creating folksonomies We can encourage students to use blogs to write about what they are learning and to share their ideas and work in progress to give us feedback or as a medium for publishing their assignments or we could create our own blog as a teacher to give them feedback Using wiki software as we suggested earlier we can get whole groups of students working together on a common task It is also worth pointing students in the direction of useful RSS feeds An RSS feed is a way of notifying users when their favourite websites have been updated For example if you read the daily newspaper online or follow a particular blog which is likely to have regular entries it will tell you when there is a new post A RSS feed can collect data from many sites simultaneously ASSIGNMENTS e Ask your students what sort of social software they use and what they use it for e Make a list of the ways you keep in touch with people e Discuss with a friend or colleague or with you class
121. e on the web For each one we have outlined the main functions and features and have given examples of how you can use them in the classroom as part of a blended learning programme The second group is of applications that are more difficult to use and may need more detailed instructions We have dealt with those in later in the book after you have had chance to try some simpler ones out and gained some confidence and read a bit more about e learning The third group of applications is outside the scope of this book This is primarily because we do not have sufficient firsthand experience or examples of their use in a secondary school classroom The final group we have also ignored because although they are useful tools they are used extensively in contexts other than e learning and we are assuming you will be familiar with most if not all of them TACCLE handbook CHAPTER 3 WEBLOGS LEARNING OBJECTIVES By the end of this chapter you should be able to e Say what a weblog is e Explain what kind of weblogs sections and styles could be used e Illustrate advantages and disadvantages of using a single author weblog and a multi authors weblog e Analyse the main situations in which different kind of weblogs should be used and when they may be useful and appropriate e Set up a weblog e Write a weblog WHAT IS A WEBLOG A weblog is usually a personal website where individuals can publish whatever they want to share with others Weblogs are
122. e skills are assessed at worst the students will get bored quickly and learn to cheat the system If we are to use on line assessment intelligently and make best use of its potential to assess critical thinking skills or other complex cognitive tasks we need a more sophisticated model In particular we need to start thinking about what sort of learning needs to be assessed and the kind of tool we can use to perform that assessment The CSHE Center for the Study of Higher Education at Coventry University has come up with a useful table which maps the type of learning objective against an appropriate mode of on line assessment together with some of the constraints or pitfalls of each Type of learning objective Mode of assessment to be assessed A body of knowledge Learner autonomy Group work skills Understanding of basic concepts Student problem solving skills Ability to think critically and articulate the critical analysis Learner ability to reflect An on line exam An on line quiz with formative feedback On line study groups i Web based self paced interactive modules with automated responses and no recorded marks or grades for students On line role play where students adopt allocated roles and then solve a problem in role with only a mini mum requirement in terms of par ticipation On line scenarios and information with accompanying prompts and a discussio
123. e thing For example there are pages on the web that describe how you can use a mobile phone for learning These pages might be found on sites about e learning or on sites about mobile phones or on sites about handheld devices or mobile technologies or whatever We know these are all talking about more or less the same thing search engines don t To make it even more complicated different pages may use slightly different words to refer to the actual device We can recognise instantly that mobile phone wireless phone cellphone cellular phone or handy mean the same thing We also know that a phone is just a shortened form of telephone Computers do not At the moment the only way to ensure that your search covers all these different terms is to do several searches using different key words It would be a lot more efficient if computers could recognise when the same things have different names Another thing we do often is to use lots of websites to create a rich pool of data For example we might decide to go on holiday to a particular resort We look on the tourist board web site for information then we might look at a me teorology site to find out the chances of it being warm or a map site to find directions It would be much easier if all that could be pulled together for us and found in one place Human users can make these sorts of judgements and decisions instantly They
124. e to convert word doc uments into interactive content for Blackboard It is difficult to give a price because they do not do individual licences It is a system designed for institutions which pay an annual licence fee depending on their size Lectora pay for Another good authoring package easy to use with a lot of sophisticated features and SCORM compliant The stand ard version without the optional editing suite is about 1000 ToolBook pay for As with all the others we have mentioned ToolBook is a very good all purpose comprehensive and easy to use pro gramme from SumTotal Systems for developing e learning content However unlike the others it is one of the few good systems available for a Mac It is horribly expensive at 1700 but allows users to develop web training com puter based training courseware multimedia applications simulations for software and other types of interactive content It also supports E learning standards ASSIGNMENTS e Download exe and watch the tutorial at http blogs bath ac uk elat exe getting started with exe e Play around with Hot Potato and use one of the templates to create a crossword e Download a trial version of one of the authoring suites and create a learning activity for one of your classes Resources and reference material BUCHANAN J s d Getting started with Exe WWW University of Bath http blogs bath ac uk elat exe getting started with exe 25 05 09 Course
125. eads work in the classroom ASSIGNMENTS e Listen to the tutorials on the Voicethread site and on the site above e Start a private voicethread and practice with friends and family e Find a picture relating to your subject area and start a voicethread with one class e Visit the Voicethread 4 Education wiki and hear how other teachers are using voicethread Use one of their ideas e f you are looking for a place to discuss how to use VoiceThread consider joining the VoiceThread Ning at http voicethread ning com Resources and reference material Facebook www facebook com MySpace www myspace com VoiceThread http voicethread com home VOICETHREAD s d What s a VoiceThread anyway WWW Voice Thread http voicethread com home b409 i3616 25 06 09 VOICETHREAD s d Welcome to the VoiceThread 4 Education wiki WWW Voice Thread http voicethread4education wikispaces com 25 06 09 TACCLE handbook EI CHAPTER 10 RSS READER FOR NEWSFEEDS LEARNING OBJECTIVES At the end of the chapter you will be able to e Explain the terms RSS and newsfeed e Describe how they are used e Install and use an RSS reader e Use newsfeeds on your own site WHAT IS A NEWSFEED News feeds allow you to see when websites have added new content You can get the latest updates in one place as soon as they are published without having to visit the websites you have taken the feed from Feeds are also known as RSS There is s
126. ed from the University of Granada 1991 From 1992 to 2003 he worked as a teacher in vocational Computer Science studies Since 2003 he works as in service teacher advisory and trainer Since 2003 he is Professor at the University of Almeria Department of Computing and Languages Programming Lorenzo Sommaruga graduated in Computer Science at the University of Milano Italy 1989 and received a PhD in Psychology from Nottingham University UK 1993 He is currently a lecturer and researcher on e learning and in telligent web applications within the Innovation Technologies Department at the University of Applied Sciences of Southern Switzerland SUPSI where he is co director of the e learning Lab eLab http www elearninglab org and he is heading the Semantic and Multimedia Lab http isin dti supsi ch LSMS Jens Vermeersch has an MA in history and an MA in communication sciences He is an experienced manager of European projects in charge of the internationalisation department of GO the official education of the Flemish Government in the Dutch speaking part of Belgium TACCLE handbook CCLE handbook THE PARTNERSHIP The coordinator GO onderwijs van de Vlaamse Gemeenschap Jens Vermeersch SECTOR INTERNATIONALISERING Peter Druyts PEDAGOGISCHE BEGELEIDINGSDIENST Emile Jacqmainlaan 20 e 1000 Brussels e Belgium Tel 32 2 7909598 e Fax 32 2 7909797 jens vermeerschldg o be peter druyts dag o be www g o be europa The
127. eld trip and can then publish the results We have also found that find a video you find useful for explaining is a popular and productive homework as signment Finally one teacher told us it was a very useful way of solving the perennial problem of marking group projects and making sure that each person was pulling their weight she told them she wanted each group to pub lish a video showing how they allocated the tasks and evidence of participation by all members of the group ASSIGNMENTS e Take one of your old Powerpoint presentations and add a video clip e Search on YouTube for a film clip which illustrates a teaching point you have always found hard to explain e Find one or more video clips to stimulate discussion in one of your classes Resources and reference material TeacherTube www teachertube com YouTube www youtube com TACCLE handbook CHAPTER 7 PRESENTATION SHARING SOFTWARE ee LEARNING OBJECTIVES At the end of this chapter you will be able to e Say what presentation sharing software is for e Use presentation sharing sites to find presentations you could use or adapt e Upload a presentation of your own to a presentation sharing site WHAT IS PRESENTATION SHARING The availability of Software such as PowerPoint has enabled teachers to create professional presentations quickly and easily and to store them on their own computer Teachers and lecturers are doing this every day as are people from out
128. embedded within Moodle See www nottingham ac uk xerte Course ab free CourseLab is an e learning authoring tool which is very powerful and reasonably easy to use It gives you a total ly WYSIWYG environment and can create high quality interactive e learning content that can be published on the Internet LMS CD ROMs and other devices It requires absolutely no programming skills although it is a bit fiddly and counter intuitive to start it s easy when you have worked it all out Also there is no Mac version Download it from www courselab com Hot Potatoes free Great authoring suite from Half Baked Software for making web based interactive teaching materials including multiple choice short answer jumbled sentence crossword matching ordering and gap fill exercises Not really a generic tool but really fast to use for those activities you use over and over again and nothing for you to learn Mac and windows versions available Find it at http hotpot uvic ca Click Tests free Four tools by Lucy Georges for creating web based exercises paper or web based C tests split word clozes clickable texts for vocabulary testing clickable texts in which students have to find and correct errors and a Javascript crossword generator Originally designed for language teaching but we have used it in other subjects quite successfully Quandary shareware 17 From the same people who wrote Hot Potatoes this is another useful authoring prog
129. ements relate to the physical properties of the resource Content Property Rights Physical manifestation Title Author or Date Subject Creator Type Description Format Source Publisher Identifier Language Contributor Relation Rights Coverage TACCLE handbook Even if you are not proposing to use the Dublin Core you will still need to think about metadata for learning materials you create At the very least you need some basic information related to the learning resource such as file size and file type and also information about the learning content what is the topic of the material to what subject areas does it belong So for example a PowerPoint presentation you create about respiration in plants and a podcast covering an identical topic will have the same content metadata but different resource metadata SEMANTIC WEB Metadata is becoming increasingly important if we are to be able to find information quickly in the rapidly expanding number of educational resources available on the web The structural metadata we can happily leave to the compu ter scientists The descriptive data we are all responsible for One of the problems of guide data is that different sorts of people use different words to label the same thing and then store their data in different places on the web Existing search engines often have problems locating the data because unlike humans they do not recognise that different words can refer to the sam
130. en upload it to a web server This is only recommended for experienced users who are used to uploading using FTP File Transfer Protocols because you have to take care of the setup yourself and you need a web server The advantages are that you can upload themes and plug ins and you can change the code If you are a teaching in a school that has its own server and intranet then this is probably the best way for you Go and see the IT technicians and they will almost certainly sort it out for you Install4free If you have your own server and you want the advantages of being able to upload plug ins but are not confident about setting it up then some software sites such as Wordpress have a free service that will upload and set up a blog on your web server for you You have to provide your login If you are planning to do this check first with your IT techni cians as they may have set up firewalls to prevent you doing this Writing a post The important thing about weblogs is the content To make an entry the only thing you have to do is to click Write in the administration menu and then start writing After you have written a post you need to tag it so that other peo ple can find it easily For more information about tagging and metadata see Chapter 12 Changing themes If you want to customise your blog and give it an individual design you can change the theme There are already lots of themes available but you can also
131. endar means it is easy to iCal share with others that makes scheduling Google Calendar meetings and other events easier On line office suite If you want to work on documents or presenta Google Docs tions with your colleagues you can get on line tools to create and edit text documents spread sheets and presentations Webmail Instead of your e mail programme being on Gmail hotmail your own computer and having to maintain it your mail is received sent and stored by a re mote server that you log into Web mail deals with viruses and spam before your mail ar rives provides you with free storage up to a quota and enables you to access not just your TACCLE handbook inbox but all your folders from any computer Obviously if you buy a new computer there are none of the usual complications of transferring your emails A personal start page Aggregates your other social software e g mail RSS feeds videos etc into one place Mind mapping For organising your thoughts brainstorming Freemind and planning All these applications are part of the e teachers toolkit We have separated them out into four groups simply be cause we shall deal with them differently rather than anything more scientific Applications in the first group are all covered in detail in this chapter They are all very easy to use and in each case all the instructions you need are built into the software or availabl
132. ended to be stand alone learning pro grammes in which learners are independent and autonomous They do not interact directly with a teacher or trainer although there may be opportunities for some interactivity within the programme for example through multiple choice questions or automated feedback We are not proposing to discuss this type of learning in any detail as al though there are schools in which students are using these materials this is intended as a handbook for classroom TACCLE handbook teachers who want to make their own materials At the other end of the spectrum you could probably group most of the ideas we introduced in the first part of the handbook Blogs wikis podcasts and the rest are all asynchronous but for classroom teachers there are important differences Firstly they are highly interactive secondly they are dy namic rather than fixed thirdly they need your skills as a teacher to shape both the content and the process Although asynchronous and synchronous e learning methodologies are different many courses or programmes combine elements of both Here are some factors to consider when deciding whether to use synchronous or asynchronous methods in a spe cific situation SYNCHRONOUS LEARNING Learners need to have access to dependable technology Nothing is guaranteed to put a learner off more than the technology breaking down For example joining an on picture is demotivating and dispiriting f
133. entiality of these tools The Internet generation the Z generation is therefore socialising and acquiring new me dia literacy skills by trial and error and mainly on a peer to peer basis This is a gap in many school curricula that needs to be addressed Although some schools are providing internet safety courses the broader aspects of media literacy for example managing on line identities are still not dealt with in many schools ASSIGNMENTS e Think about your on line identities How do you project yourself in e mails On Facebook On forums or chat rooms Are your identities consistent or do they each convey a different identity Draw three ovals on a piece of paper and turn them into faces representing different on line identities Do this exercise with pupils you teach e Ina recent UK incident a teacher was disciplined for out of school drunken behaviour which was photographed and posted on Facebook How do you stand on this issue e If you were an employer about to recruit new management trainees would you Google the names of potential ap plicants or check them out on social networking sites such as Facebook e Ask you students whether they think it would be fair if university admission tutors took into account the on line persona of potential candidates Resources and reference material BOYD D 2007 Why Youth Heart Social Network Sites The Role of Networked Publics in Teenage Social Life in M
134. eplex com Obviously audio only content is a special case but a verbal notice may be given at the beginning or end of a sound file just as a visual notice might be included in a video s pre roll or credits ASSIGNMENTS e Go to the Creative Commons home page and check out the symbols for the different restrictions e Think of some material you have already produced such as a Powerpoint presentation or some hand outs or les son plans or other teaching material If you were to publish it on the web what sort of licence would you give it Then try adding a licence to that piece of work for real e If you have a blog or website add a licence to that too e Discuss with your pupils what they think are the advantages and disadvantages of copyrighted material or soft ware Get them thinking about how the World Wide Web works or the Human Genome project What moral issues does this raise TACCLE handbook Resources and reference material Creative Commons http creativecommons org eContentplus project EdReNe http edrene org This project brings together members from web based repositories of learning resources with content owners and other stakeholders within education Its report State of the art Il Educational Repositories in Europe gives a comprehensive overview of European Repositories of reusable digital content for education EdReNe 16 01 09 State of the art Il Educational repositories in Europe WWW EdRe
135. er Some popular feed readers include Windows e NewzCrawler e FeedDemon e Awasu e FeedReader e NewsGator integrates with Outlook Mac OS X e Newsfire e NetNewsWire Cross platform e Amphetadesk Windows Linux Mac TACCLE handbook Web based eBloglines eFeedZilla e NewsGator e Microsoft Live eMy Yahoo Browser based e Mozilla Firefox To find out more and to download a reader just Google their names and follow the instructions on the site Readers are free but that means they are sponsored by someone This often takes the form of Readers being pre loaded with the feeds from particular sites Some of these are quite useful like national or international news sites Others you may prefer to do without However some cannot be deleted so you may find that in the middle of your list of feeds you have an annoying update on ski resorts or soaps you don t watch GETTING STARTED Once you have your Feed Reader it is a matter of finding sites that syndicate content and adding their RSS feed to the list of feeds your Feed Reader checks Many sites display a small orange icon with white radiowaves in it to let you know a feed is available or just use an icon with the acronyms RSS XML or RDF You can subscribe to a feed by clicking on a or add button in the reader and dragging or cutting and pasting the URL of the site you want to moni tor into your news reader Some browsers including Firefox Opera and Sa
136. er than those indicated by the following letters e Attribution BY You must attribute the work in the manner specified by the author or licensor but not in any way that suggests that they endorse you or your use of the work e Non commercial NC You may not use this work for commercial purposes e No Derivative Works ND You may not alter transform or build upon this work e Share Alike SA If you alter transform or build upon this work you may distribute the resulting work only under the same similar or a compatible license In addition all Creative Commons licences carry the mark CC ina circle Thus a Creative Commons licence is based on copyright but can be customized so that you can choose which rights to share and which to keep This means that licences can range from Full Copyright all rights reserved through to Public Domain no rights reserved Creative Commons licences are equally applicable to software and content Detailed instructions on how to licence your work with a CC licence are given below Copyleft Copyleft is a form of licensing similar to the Creative Commons Share Alike It means the creator voluntarily gives up their rights and allows anyone who has a copy of their work to reproduce and adapt and redistribute it However there is an important restriction any resulting copies or adaptions are bound by the same Copyleft licence The Copyleft symbol is a reversed C in a circle ALL RITES REVERSED ALL WR
137. ers WWW Pew Internet amp American Life Project www pewinternet org media Files Reports 2005 PIP_Teens_Content_Creation pdf pdf pdf rapport 20 05 09 SCHAFFERT S amp HILZENSAUER W 2008 On the way towards Personal Learning Environments Seven crucial aspects WWW Elearning Papers www elearningpapers eu index php page doc amp doc_id 11938 amp doclng 6 10 03 09 TACCLE handbook SECTION A CREATING DIGITAL LEARNING OBJECTS The following section helps you to create publish and use your own digital learning materials Like the first part of the handbook it is concerned with practical skills rather than theoretical knowledge The only real difference be tween the two parts is that the technology is probably a little more difficult to use We are going to look at the nuts and bolts of how you can actually produce your own digital learning resources or Learning Object from the design to the finished material including storage access and publication together with the legal implications We are also going to consider how you can find adapt and use materials created by other people and combine these materials in a course of study TACCLE handbook CHAPTER 20 LEARNING OBJECTS Oooo OBJECTIVES At the end of this chapter you will be able to e Explain what a digital Learning Object is e Discuss how and why they came about e Describe the properties of a Learning Object e Say what SCORM standards
138. es the service costs for individual users as the internet service providers have to add extra capacity to cope with the estimated 90 of all traffic which is spam Spammers are the people who generate the spam messages Streaming e A continuous flow of data typically audio or video delivered to the end user via the internet and played on a computer or mobile device as the data arrives This is in contrast to audio or video files which are downloaded from a website stored on the computer and which can be played back at any time even if the computer is not con nected to the internet Streamed data may be live synchronous or recorded asynchronous but it is delivered in real time that is it is received at the same time it is transmitted So for example if you visit an on line music store the short preview of the song that is often made available is streamed whereas if you decide to buy it it is not streamed but downloaded In order to receive streamed data you need to install a player on your computer e g iTunes Flash Windows Media Player Synchronous e Teaching and learning methods that allow a group of people to participate in a learning event at the same time This may be a face to face group in the same place or it may be a geographically dispersed group participating via web based technologies Examples are on line video or audio conferencing chat rooms Skype and Second Life Syndication e Web syndication is process of sharing
139. ething to explain dynamos it is probably the wrong article Hence over a period of time the folksonomy will become more and more useful As folksonomies develop in Internet mediated social environments users can generally discover who created a given folksonomy tag and see the other tags that this person created In this way folksonomy users often discover the tag sets of another user who tends to interpret and tag content in a way that makes sense to them The result is often an immediate gain in the user s capacity to find related content a practice known as pivot browsing Many social bookmarking services also provide web feeds for their lists of bookmarks including lists organized by tags This allows subscribers to become aware of new bookmarks as they are saved shared and tagged by other users This is the basis of a folksonomy In fact the word folksonomy is a portmanteau of the words folk and taxonomy hence a folksonomy is a user generated taxonomy The nomy part which both terms share comes from the greek nomia and means management Therefore folksonomy could be loosely translated as people s management Relationship between folksonomies and the internet Typically folksonomies are Internet based although they are also used in other contexts However folksonomy creation and searching tools are not part of the underlying World Wide Web protocols In fact part of the appeal of the folkso
140. ethods and a widespread ac ceptance that a teacher s job is less about supplying information and more about creating an environment in which pupils can learn for themselves A teacher s key responsibility is to provide and manage learning opportunities and to facilitate the learning process One of the goals of teaching is to help students become autonomous learners capable of taking responsibility for organising their own learning In short there has been an increasing shift in emphasis away from teaching to learning and from teachers to learners This is not a new idea In 400 BC Socrates is credited with adopting the word maieutic to describe the idea of a teacher as a facilitator helping students develop concepts through a process of logical questioning The word is de rived from the Greek word maia or midwife and maieuesthai to act as a midwife hence his assertion that a teach er s role was to help pupils give birth to their own ideas Nearly two and a half millennia later educational thinking has come a complete circle There have been many reasons for the change The increasing availability of e technologies together with the growth of the World Wide Web is one important contributory factor It has provided teachers with new tools new information sources and new teaching methods and at the same time enhanced the potential of old methods However we doubt that the underlying pedagogy has changed Good teaching is
141. eve ments of their pupils and podcasting is an excellent way of doing this The Downs FM is one of our favourite audio podcasts Google it Mr Warner his blog is mrwarner com who teach es at the school provides the following advice and we cannot improve on it How do children benefit from making a podcast e It gives them a potential audience of thousands for their work e It is great for developing literacy skills writing scripts setting up interviews etc allows pupils to develop and practise their speaking and listening skills and they also learn some amazing ICT skills e Podcasts can be interactive and the audience can be invited to send their comments giving valuable feedback to the children about their work e Making a podcast is also great for developing teamwork skills The students usually work together really well as they are always keen to make a great show A school podcast can range from a single recorded story which is put onto the school website to a weekly radio show with music and interviews which visitors can subscribe to using an RSS feed How you make up your podcast is up to you You could then develop your show by trying some of the following e Jingles Use software such as eJay PC or GarageBand Mac to create jingles These can be used to introduce particular features to the show e Try an outside broadcast Use an mp3 player with recording facilities to record a feature on location arou
142. fari automatically check for feeds for you when you visit a website and display an icon when they find one This can make subscribing to feeds much easier Check their websites for more details BENEFITS AND REASONS FOR USING RSS RSS solves a problem for people who regularly use the web It allows you to stay informed easily by retrieving the latest content from the sites you are interested in You save time by not needing to visit each site individually It is re ally useful for those sites that update regularly such as news sites or blogs The number of sites offering RSS feeds is growing rapidly You also ensure your privacy by not needing to join each site s email newsletter It may be that people just do not want to be updated every minute of every day when there is something new to read That could lead to information overload However as someone said It redefines information overload and moves the bar higher Now it takes more information for you to be overloaded It just means you can consume 100 times more before you go crazy USING RSS FEEDS IN THE CLASSROOM RSS feeds are a good way of sharing your workload with your students They will all have access to a computer at least in school Make sure that they have an RSS reader then make a list of useful sites and distribute the job of mon itoring updates around the class Swap around regularly as some sites are more boring than others For example the New Scientist site is excel
143. fered this advice Introduce web feeds and aggregators to your students while creating your podcast Feed readers are becoming one of the most essential tools for internet users simply because of the almost overwhelming amount of content available on line Unfortunately many people haven t got hooked into subscribing to a site s content yet This is a skill that is easy to teach along with a classroom podcast and it is an essential one to our kids ability to navigate and access information on the web Discuss good blogging practices while creating your podcast Because many podcasters post their work in a blog anyway blogging practices can be introduced through podcasts as well Emphasizing the importance of including links and re sponding to content found in other places are skills that show children how to connect the information that they are dis covering and to continue conversations with others The skills necessary for effective participation in threaded cf thread conversations can be taught while commenting on blogs podcasts as well ASSIGNMENTS e Listen to The Downs FM podcast e Watch Podcasting in Plain English at http uk youtube com watch v y MSL42NV3c e Produce an audio podcast or a video podcast yourself e Get your pupils to make a podcast Resources and reference material A 3 minute video explanation of podcasting COMMONCRAFT 2008 Podcasting in Plain English WWW YouTube LLC www y
144. for those on line communities by acting as a network administrator or facilitator Design competences As a teacher you will be used to planning learning experiences for students If you are thinking about introducing e learning this skill becomes even more crucial as there are more variables to take into account You will need to design and organise the e learning content use ICT based resources to implement learning paths to achieve the learning goals and take into account the particular needs of the learning group as well as individual learning preferences 3 More about this in Chapter 28 TACCLE handbook GI Learning involves a blend of reading listening seeing speaking writing and doing However in the past face to face teaching was dominated by chalk and talk methods and the occasional demonstration with little opportunity for speaking or doing In fact in secondary schools many subjects such as Art Cookery Needlework Woodwork etc in which pupils actually did things were labelled practical subjects and were generally held in less esteem than aca demic subjects which depended primarily on students listening and reading Similarly early computer based learning technologies reduced online learning to reading and writing which can be compared to the listening and speaking or writing in traditional classrooms Today there is an enormous choice of interactive multimedia tools which encourage pupils to employ a greater r
145. ge or pick out parts of other peoples learning materials to meet the particular needs of their pupils At the same time the development of social software like blogs and wikis and the different applications described in this handbook have made it much easier for teachers to produce and publish their own learning materials And in many ways the web itself has become a big repository of materials for learning whether designed for education or not Open Education Resources The last few years has seen the growing popularity of what is called Open Educational Resources UNESCO uses the term OER to refer to the provision of ICT based educational resources for use and adaptation by a community of us ers for non commercial purposes UNESCO along with other educational organisations believe that the sharing of materials by teachers is a win win situation In contributing your materials for free you gain access to a growing resource of free learning materials The OER movement is seen as particularly important for developing countries where schools frequently cannot af ford to pay for materials 1 GNU Operating System 26 04 09 The Free Software Definition WWW Free Software Foundation Inc www gnu org philosophy free sw html 25 05 09 TACCLE handbook List of search engines for Creative Commons resources http search creativecommons org 13 04 2009 12 02 E www google es advanced_search hl en OC IQ E 13 04 2009 12 03
146. h an mp3 player This means that the podcast can directly be copied to your portable device iTunes iTunes is free software from Apple which you can use to play manage and buy music games and movies A disadvan tage is that you may only sync with Apple s iPods or watch and listen to the podcast in iTunes However the software also works on Windows 2000 and above You can also find and download podcasts easily or buy music with a credit card from iTunes Store TACCLE handbook Juice Juice is free and works on every portable device and operating system Windows Unix Linux Doppler Doppler is a popular open source podcatcher for Windows Subscriptions You can usually listen to podcasts directly on the websites of those people who make them However you can also subscribe to podcasts using software like iPodder and iTunes These programmes will automatically download the latest shows and you can then listen to them on your computer and or mp3 player To subscribe to a podcast you need to know the RSS feed this information should be on the podcaster s website iTunes has its own directory where you can subscribe to a show simply by clicking the Subscribe button USING PODCASTS IN THE CLASSROOM Podcasting is a great way of allowing students to share their work and experiences with a potentially huge audience over the Internet Schools are increasingly using the internet to promote what they do and to celebrate the achi
147. h anyone they wish A voicethread allows group conversations to be collected and shared in one place from anywhere in the world Getting started Go to voicethread com home page and sign up for an account There is an excellent interactive tutorial that uses a voicethread to show you how to make one You can start your own voicethread in minutes It is fast simple and very un technical Basically you stick something up on a board say a picture a series of pictures or a video Then you publish it to any one you want Then you wait for them to comment Commenting is very simple You can click on one of the buttons under the picture then write something Stick in a microphone or use a built in one and say something or just press the telephone button If you want to respond by uploading a picture or a video of your own that s easy too There is also a doodling facility which is fun You have total control over your comments so you can change or delete them whenever you want That s it There is an excellent tutorial at http voicethread com home b409 i3616 TACCLE handbook EI Directions for posting voicethreads and links 1 Choose the appropriate grade page to embed your voicethread 2 Select Edit this page 3 Write a short summary of the voicethread 4 Click on the Embed Widget icon and choose Other HTML 5 Go to the Embed feature of your voicethread and copy the HTML code for the smaller ver
148. hare applications and they are all slightly different However they have the same basis features If you just want to search for a picture for example of a friend e holiday as long as they have sent you the exact url of the picture you can access it by typing the url in to your browser or use their name or other identifier to find it through the site search engine Similarly if you are looking for a photograph to illustrate a PowerPoint that you are preparing then you can go to the site and browse the images under categories or search by keywords The owner of the picture will indicate what restrictions there are if any on copying and reusing the photograph However if you want to upload photographs yourself you will need to register and create an account The sites all give clear instructions on how to upload TACCLE handbook EI Photo submitters are asked to tag their images see section on metadata which allow searchers to find images related to particular topics such as place names or subject matter Flickr was also an early website to implement tag clouds which provide access to images tagged with the most popular keywords Because of its support for tags flickr has been cited as a prime example of effective use of folksonomy Folksonomies are dealt with in detail in Chapter 12 Applications There are several great photo sharing sites of which the biggest and the one we would suggest using is flickr Picasa Photobucket and
149. he idea of personal learning environ ments being a customised combination of other applications Media Player e The term Media Player has two main meanings 1 A programme that can record play and edit au dio and video recordings on your computer 2 A mobile device like an iPod or an MP3 Player that can play audio and video files Meme e The word has been suggested to describe a unit of cultural transmission such as an idea or concept or practice that is passed on through speech gesture or ritual They are analogues to genes in that they self replicate and respond to selective pressures Metadata Metadata is data about data It can apply to one item or a group or class of items and applies to all data irrespective of the medium on which it is held In the context of e learning it describes learning materials in a way that enables them to be catalogued and found Some metadata describe the content such as the author the date it was created the subject material etc and a different sort of metadata describes the type of file it is audio video graphics etc how big the file is possibly how secure it is or its history who amended it on what date Metanoise e Inaccurate or irrelevant tags Microblogging Micro blogging is a form of blogging where the length of the message to be transmitted is severely restricted by the software for example a maximum of 120 140 characters of text or a few seconds of video or au dio Microbl
150. he members of that group can see the photo If a group is public then the photo becomes public as well Flickr also has a guest pass system that allows private photos to be shared with non flickr members For instance a person could email this pass to pupil s parents who may not have an account to allow them to see the photos oth erwise restricted from public view This setting allows sets to be shared or all photos under a certain privacy cat egory friends or family to be shared Other features Most photo sharing sites provide multiple views such as thumbnails and slideshows the ability to classify photos into albums as well as add annotations such as captions or tags and comments Some photo sharing sites provide complete online organization tools equivalent to desktop photo management applications Flickr also allows users to organize their photos into sets or groups of photos that fall under the same heading However sets are more flexible than the traditional folder based method of organizing files as one photo can belong to one set many sets or none at all Flickr s sets represent a form of categorical metadata rather than a physical hierarchy Sets may be grouped into collections and collections grouped into higher order collections Finally flickr offers a fairly comprehensive web service API that allows programmers to create applications that can perform almost any function a user on the flickr sit
151. her there was a Learning Management System in their university Ask them how they used it and what their personal experiences were elf you have recently attended university or are still undertaking a university course think about the Learning Management system you used What were its good points How could you have improved it e If you school is already using a Learning Management System or Learning Content Management System find out what it is and use it to upload at least one resource e If not find out whether your school has any plans to introduce one and get involved in the debate TACCLE handbo CHAPTER 19 PERSONAL LEARNING ENVIRONMENTS LEARNING OBJECTIVES By the end of this chapter you should be able to e discuss the ideas behind Personal Learning Environments e reflect on the changing ways we are using technology for teaching and learning e produce a presentation of your own personal learning environment PERSONAL LEARNING ENVIRONMENTS The PLE approach is based on a learner centred view of learning and differs fundamentally from the Learning Management Systems or Virtual Learning Environments approach both of which are based on an institutionally fo cussed or course centred view of learning The development of Personal Learning Environments can be seen as a response to a number of different social changes and also changes in the way people are rethinking and redefining ideas about learning and knowledge de velopment
152. hs and their potential problems will give us a sound basis for designing LO that will meet their needs Are the target learners new to the subject or do they have previous knowledge Will they be keen to engage in an experiential or exploratory learning activity or will they prefer a more structured approach These questions lead us to the next consideration The purpose What do you want to happen as a result of the LO you are about to design Is it to raise awareness do you want learn ers to acquire cognitive knowledge or skills or understanding Is the process of the learning just as important as the outputs of the learning Is the LO simply going to provide static information or is it going to be interactive For example suppose you wanted learners to memorise the names of the capital cities of Europe then a static web page containing the information might be enough But supposing they also needed to know where they were Then you might want to add Google maps If the purpose is to learn the names and locations of the capital cities and some thing about the culture then you might want to add a video from YouTube or some pictures This could be expanded to a wiki to which anyone in the class with holiday photographs or postcards scan them or other information could contribute ALO which invites peer collaboration links to other scenarios and which stimulates additional learner generated content is usually more effective than static text b
153. hyperlinks to other text that the reader can follow by clicking on it or using keypress sequence ICT e Abbreviation for Information and Communication Technology A set of technologies for gathering storing re TACCLE handbook d i trieving processing analysing and transmitting information Sometimes called e technologies ID3 ID3 is a metadata format for use with MP3 audio files that allows information such as the title artist album track number or other information about the file to be stored in the file itself Interactive whiteboard e An interactive whiteboard is probably one of the most commonly used bits of e technology It is simply a whiteboard with a built in projector connected to a computer The projector creates an image of the com puter screen on the whiteboard and the user controls the computer by touching the whiteboard with their finger Internet e Computer network connecting millions of computer networks via TCP IP protocol all over the world The internet evolved from the ARPANET in the early 60s and 70s The main services which use the internet are e mail and the World Wide Web Intranet e Private network inside a company or organisation that uses software and applications only for internal use ISP e An Internet Service Provider is a company that provides end users with access to the Internet for example Tiscali AOL Hotmail Compuserve An ISP connects to its customers using a data transmission technolog
154. i to Promote Educational Blogging WWW Public Broadcasting Service www pbs org teachers learning now 2006 06 using_a_wiki_to_promote_educat html 04 01 07 CUNNINGHAM W amp LEUF B The Wiki Way Quick Collaboration on the Web Indianapolis Addison Wesley 2006 EBERSBACH A amp GLASER M amp HEIGLL R Wiki Web Collaboration Berlin Heidelberg Springer Verlag 2006 FORTE A amp BRUCKMAN A From Wikipedia to the Classroom Exploring Online Publication and Learning Proceedings of the International Conference of the Learning Sciences www static cc gatech edu aforte ForteBruckmanFromWikipedia pdf pdf rapport 25 05 09 GLOGOFF S The LTC Wiki Experiences with Integrating a Wiki in Instruction in Using Wiki in Education MADER S Ed 2006 Retreived May 26 2009 from the World Wide Web www wikiineducation com GRANT L 2006 Using Wikis in Schools A Case Study WWW Futurelab www futurelab org uk research discuss 05discuss01 htm pdf rapport 17 11 06 PBwiki http pbwiki com WIKIPEDIA 21 05 09 Wiki WWW Wikimedia Foundation Inc http en wikipedia org wiki Wiki 26 06 08 TACCLE handbook CHAPTER 5 PODCASTING Sa eee LEARNING OBJECTIVES At the end of this chapter you will be able to e Say what a podcast is e List the equipment you need to make a podcast e Explain how podcasting can be used in the classroom e Make an audio or video podcast e Describe how you c
155. iagram is the way we look at it TACCLE handbook Opportunities to make generalizations and get overviews opportunities for developing arguments and logical thought Opportunities to think horizontally to connect with related area and make links Opportunities to explore things in more depth by drilling down Keep the basic linear structure very simple If a less able pupil needs more help they should be able to click on a link that leads them to further explanations Conversely more able pupils can be directed to pages where the topic is explored more fully or at a higher level As we mentioned in a previous section it is easier to write in chunks or soundbites of information then decide which of the chunks are absolutely essential for the linear dimension and which can be horizontal or vertical links As a rule If you are not sure whether to include something or not put it on a separate page and Link it One of the teachers we work with talks to her eight year old pupils about whether a particular bit of information is a next linear dimension or a real hyper horizontal vertical link We think this is pretty useful CREATING POWERPOINT PRESENTATIONS Most of you will already be familiar with creating PowerPoint presentations Keynote on Macs and most of the rules above will apply In addition there are some very good tutorials available on line or if you go to slideshare and type in
156. id above it is normal to find software solutions that have characteristics of the two that is they provide tools needed to develop e learning content and also manage the processes of learning via the web ELEMENTS OF A LEARNING MANAGEMENT SYSTEM AND LEARNING CONTENT MANAGEMENT SYSTEM A typical LMS will have most of the following e Tools for managing or tracking users user groups courses teachers e A timetable and a calendar of courses and events e Tools for sending notices to staff and students and tools that staff and students can use for sending messages to each other TACCLE handbook e Tools for group communication such as forums and chats e Tools for managing the assessment or testing of students progress e Tools to generate reports about all of the above A LCMS usually provides e A centralised repository a place to store reusable e learning materials e The ability to import external e learning materials e A way of retrieving the materials e Tools for authoring and editing content e Tools for developing student assessment material e Tools for versioning keeping track of changes and displaying the history of the changes and when it was used e Support for publishing and editing web contents e Tools for managing the process of developing e learning materials e A dynamic user interface e A metadata taxonomy support system cf metadata and taxonomy As you can see one needs the other Example
157. ing in community life and become novices After contributing for a sustained period of time they become regulars If they break through another barrier they become leaders and once they have contributed to the community for some time they become elders This life cycle can be applied to many virtual com munities most obviously to bulletin boards but also to blogs and wiki based communities like Wikipedia Two other writers Lave and Wenger came up with a similar model They claim that there is a cycle of participation through which users become incorporated into virtual communities Participation Status Lifecycle Peripheral R Lurker An outsider little or no unstructured participation Inbound Novice Newcomer is invested in the community and heading towards full participation Insider Regular Fully committed community participant Boundary Leader A leader sustains membership participation and i brokers interactions Outbound Elder Process of leaving the community because of new l relationships new positions new outlooks LEARNING TRAJECTORY IN ONLINE COMMUNITY PARTICIPATION The following example using YouTube shows the correlation between the learning trajectories and Web 2 0 com munity participation Statistics show that in just 18 months YouTube has gone from zero to 60 of all online video accessed Peripheral Lurker The user observes the community and views content Does not add to
158. ing objects vary in size breadth content and application Learning Objects are designed to stand alone support potential reuse and be ac cessible to meet the just enough and just in time requirements of learners Why Learning Objects The phrase learning object LO comes from the idea of object oriented computer programming where parts of computer code are reused for various software applications This concept was transferred to re purposing content for different learning situations In computing object orientation is based the creating components called objects that can be reused in multiple contexts This represents huge savings in time and money and promotes collaborative work between developers This is the fundamental idea behind learning objects instructional designers can build small relative to the size of an entire course instructional components that can be reused a number of times in different learning contexts Additionally learning objects are generally understood to be digital entities deliverable over the Internet meaning that any number of people can access and use them simultaneously as opposed to traditional instructional media such as an OHP transparency or video tape which can only exist in one place at a time Moreover those who incor porate learning objects can collaborate on and benefit immediately from new versions These are significant differ ences between learning objects
159. ios which can be edited amended and added to mirror this process far more closely Assessment tools Many learning platforms include more or less sophisticated tools for automated or semi automated assessment and if they dont many open source or commercial alternatives are also available We have used Brainsbuilder and Articulate which are both very good or for open source try TCExam All of these are easy to find if you just use a standard search engine such as Google Advantages and disadvantages of on line assessment The main attractions of on line assessment are probably e Increased opportunities for learner self assessment e Provision of automated feedback 2 ALLAL L L valuation formative dans un enseignement diff renci Berne Lang 1979 TACCLE handbook GI e Reduction in the work load for teachers at least in terms of time spent marking e More transparency and the potential for increased objectivity and fairness e Greater flexibility about the time and place assessment can take place e Awider range of tools and options for assessing different sorts of knowledge However despite its attractions the move to on line and computer based assessment may not be an easy one If it is not carefully planned designed and implemented there is a danger that on line or ICT supported assessment simply becomes a tick box system that generates automatic responses This means that at best only the lower level cognitiv
160. irst nine months in service Berlijn Verlag f r Wissenschaft und Forschung 2002 TACCLE handbook You can use wikis with your colleagues to create the material for a course It is simple low cost and intuitive and an innovative way to share and create information about specific topics Obviously there are some overlaps between the things that wikis can do and the things that multi author blogs can do In some cases you could choose either As a general rule if you want to produce something that captures indi vidual contributions as part of a collective whole or if you want to give feedback to individuals then multi user blogs may be more appropriate If however you want to produce a single product collaboratively then wikis may be a bet ter tool A wiki can also be integrated in a Learning Management System see Chapter 18 ASSIGNMENTS e Go to the Taccle project home page and register Go to www taccle eu component option com_mambowiki Itemid 20 lang en This is the wiki we set up to write this book e Set up a wiki around a theme or topic your students are studying Put some material on the site and encourage them to add more You could set this as a homework assignment Resources and reference material ARONSSON L Operation of a Large Scale General Purpose Wiki Website Experience from susning nu s first nine months in service Berlijn Verlag f r Wissenschaft und Forschung 2002 CARVIN A 2006 Using a Wik
161. ith each other Collaborative software The more specific term collaborative software also known as groupware is a special category of social software Like all social software it is used to describe co operative information sharing systems but is usually narrowly ap plied to the software that enables collaborative work functions Examples would be on line calendars that can be shared with other users e mail text chat and wikis Online communities All the sites mentioned above are fed with data by their community of users and they are part of the web 2 0 concept However web 2 0 is more than just software Many people who advocate the use of social software believe and ar gue that they create actual communities and have adopted the term online communities to describe the resulting social structures Time magazine wrote about the Web 2 0 phenomenon It s a story about community and collaboration on a scale never seen before It s about the cosmic compendium of knowl edge Wikipedia and the million channel people s network YouTube and the online metropolis MySpace It s about the many wresting power from the few and helping one another for nothing and how that will not only change the world but also change the way the world changes Lev Grossman in Time Magazine Digital natives Social software is used in many different contexts and the different technologies covered by the term are not solely developed for educati
162. k quickly what changes have been made and delete them or restore a previ ous version As we said above some wikis are entirely open and can be edited by anyone others allow only registered users Open wikis such as Wikipedia tend to have more users and thus grow faster but are more open to vandalism They rely on the large community of users to police the pages and increase the reliability of the entries over time Closed wikis such as Citizendium where contributors go through a vetting process are much more reliable and vandal proof but grow more slowly The same general principle will apply to wikis you may create in your classroom WIKI AND KNOWLEDGE SHARING Wikis make two assumptions The first is that knowledge is transitory and not static there is always some new piece of information to add some old piece to delete or revise and so on The second assumption is that the whole is great er than the sum of the parts Through each individual s contribution the resulting product gets better and better For this reason a wiki is a good platform if you want to create a collaborative project with other people It is also very useful if you are in different places and you cannot work together face to face Just to give you an example the book that you are reading has been written using a wiki to which every author added their materials and the opportunity for everyone else to revise it So one use of a wiki is in a situation where a group
163. lab www courselab com e Hot Potatoes http hotpot uvic ca e Xerte www nottingham ac uk xerte eLearning XHTML Editor http exelearning org WIKIPEDIA 17 05 09 WYSIWYG WWW Wikimedia Foundation Inc http en wikipedia org wiki What_you_see_is_what_you_get 25 05 2009 TACCLE handbook OI CHAPTER 27 COPYRIGHT COPYLEFT AND OPEN EDUCATIONAL RESOURCES LEARNING OBJECTIVES By the end of this chapter you should be able to e Say what is meant by Intellectual Property Rights IPR e Explain how copyrights work and how this affects teachers producing learning objects e Describe different sorts of licences for content and software e Distinguish between Creative Commons Copyleft and copyright free licences and recognize the symbols for each e Explain what is meant by Open Source Software Open Content and open Educational Resources e Add a Creative Commons licence to your own work INTELLECTUAL PROPERTY RIGHTS In this section of the handbook we have focused on helping you produce and publish your own learning objects We have also encouraged you to use the web to find images that you can use in your work Both activities have implica tions in terms of intellectual property rights and copyright IPR are the legal rights over creations of the mind These can be ideas theories discoveries or inventions They can be words music symbols or designs They can be artistic or literary or scientific They can be Learning Objects
164. lable to people and has made it accessible when and where they want it in bite sized chunks that do not necessarily form a coherent subject discipline We are moving from the idea of knowledge being developed and controlled by experts to collaborative knowledge con struction that can be facilitated by the use of social software as we describe above Even more importantly we are starting to rethink what qualifies as knowledge Instead of the curriculum being defined by experts communities of people interested in the same things or even just by being part of a community are acting as a curriculum Interestingly the word curriculum comes from the Latin currere which means to run or race and curriculum was a race or racecourse It is easy to see how this was adopted to describe a learning course which had a starting point travelled along a straight route and reached a finishing point with competitors battling with each other to finish first or to be the best Maybe for the first time learning has stopped being a race course Conversely to learn originally meant to find and follow a track and this seems to sum up rather well the current shift in emphasis from formal curriculum to infor mal learning This changing model requires not only different approaches but different technologies and implicit is the change from an institutional approach to learning to a more learner centred approach WHAT DO WE WANT A
165. lecting Reflection is a central activity in learning Reflection is particularly critical in an information rich lor information overload environment Reflection involves questioning challenging and seeking clarification and forming and de fending opinions and supporting or challenging the opinions of others A PLE could provide some tools for support ing these processes Presenting We all need to present our ideas learning and knowledge in different ways and for different purposes We may want to present work in progress to other people to get feedback or we may want to present parts of our work for a semi nar or for a job application A PLE could incorporate tools to select and summarise ideas and learning and develop a presentation in different formats and in different media according to need Representing A PLE could include tools for visualization such as mind mapping software or tools that allow us to make scrap books to represent ideas using bits of different media Sharing and networking Central to the idea of a PLE is the ability to share learning and knowledge So we need tools to share work in progress finished products produced by one individual or just bits of those products Then we need tools to enable people to work and develop things together In fact a PLE could be defined as an individual node in a networked collaborative learning environment so we also need tools for mapping and representing the networks and wa
166. lent and has a list of different feeds to choose from according to topic or subject area Science teachers could appoint monitors for the ones that are relevant and ask them to report back to the class Or you could do this as a class activity at a regular time each week Using a projector flick through the updates for that week and stop and talk about the ones that are interesting If during their research for assignments students find useful sites that syndicate content ask them to indicate this in their bibliography by putting an RSS against it Similarly if you have got students sharing bookmarks this could be put in the notes 1 BBC NEWS 2005 Turning the web into sushi belts WWW BBC NEWS http news bbc co uk 1 hi technology 4421707 stm 19 05 09 TACCLE handbook EI Set homework assignments such as what is the latest research news on Pupils love being first with the news especially if they can tell you something you don t know If you have a school website or a class wiki or an interesting voicethread or any other web based presence discuss with your pupils whether it should be syndicated and add an RSS feed ASSIGNMENTS e Add an RSS reader to your toolkit either download one or sign up for a web based version e Add at least five feeds to it relating to your personal interests and your teaching e Monitor these feeds everyday for a week Find out which ones are the most active e Decide on o
167. lide show mode without disclosing your topic or having to fiddle around with opening folders on your desktop with your students watching e Remember that a presentation is usually multi media not only do you have the slides but you also have your voice If the presentation is to stand alone that is viewed in your absence it will have to tell the whole story If you are speaking as you are showing the slides it does NOT need to TACCLE handbook GI The presentation needs to be a blend of visual and auditory information There is absolutely no point in reading directly off the screen or repeating the information They need to be complementary For example put a few key words or a key point on the screen and then speak to them or provide verbal examples or illustrations Conversely make your point verbally and show photographic examples on screen e Avoid too many slides death by Powerpoint has become a clich but still all too often true ASSIGNMENTS e Read the text above Copy it then divide it into chunks suitable for the same section if it were a web based resource What would you change What would you add or get rid of How would you sequence it e Have a look at some websites and try and work out which ones you like and dont like and why that is Then try Googling best websites e Take a simple topic you teach regularly and write some instructional text in a format suitable for the web e Add to or change one
168. luation in helping the student know what he has to do next and in helping the teacher know how to support him Again e technologies can be useful Getting students to post their work on for example a multi author blog means they gain ideas from looking at other students work can see the standards to be achieved and can get feedback from their peers as well as the teacher which will provide a whole new perspec tive and arguably one which may be more relevant At the same time offering comment or feedback to other stu dents develops their critical thinking Of course this sort of process has always been possible in traditional teaching but in practice it would be very cum bersome and expensive to have to copy and distribute students work to everyone else in the class Parallel processes Traditionally teachers have concentrated their efforts and tools on assessing the final products of learning and have separated the process of assessment for example examinations from the process of learning Even the tools we use for assessment e g tests and essays are different from the tools we use for teaching e g group discussion chalk and talk There is also no second chance other than by re sitting the exam or test This does not mirror the learning process which is incremental and continuous In reality we learn in chunks then look for feedback reflect and improve or modify the learning2 Tools such as wikis or e portfol
169. ly acceptable to suggest a path through a course it is not acceptable to require a predetermined path through linear design or demand the same through disabled choices Good e learn ing design allows the user to begin in the middle and end at the beginning even though in truth the beginning is wherever the users choose to start and the end wherever they stop Choose media based on learning objectives Never use technology just because you know how to or you want to impress Keep the technology as simple as possi ble using the minimum technology to achieve the learning objectives effectively As the architect Mies van der Rohe said less is more Before you choose to use video clips for example ask yourself whether motion or time based sequencing are essential elements of the point you are teaching If not then forget using video Learners will be more impressed with rational choices of media types and technologies that speed up learning or make it easier Go for quality rather than complexity If the purpose is to create more static LO such as webpages digital presentations or podcasts for example you need to make sure that these are easy to access and easy to navigate Audio and graphics files must be easy to download The amount of information in a slide show or on a web page must be bite size not more than can be understood in a single sitting It should contain just one theme and be complete in itself Better to make two sim
170. ly and effectively ASSIGNMENTS e Make a list of the face to face communities to which you belong Could any of them be enhanced or made more effective by having a virtual communication space What medium would you choose e Make another list of the sort of communities to which ideally you would like to belong for example people with ideas for teaching junior school French or people interested in Assessment for Learning or people wanting to swap ideas for practical science projects See if you can track down at least one virtual community that matches your needs and join it e Join the TACCLE on line group 1 What the research rarely takes into account is the young person s level of communication skills beforehand and any change that might have taken place This sort of longitudinal study using each subject as their own control is almost impossible to carry out reliably as there are so many variables to consider Resources and reference material KIM A J Community building on the Web Berkeley Peachpit Press 2000 LAVE J amp WENGER E Situated Learning legitimate peripheral participation Cambridge Cambridge University Press 1991 PRENSKY M Digital Natives Digital Immigrants On the horizon 9 2001 5 p 1 6 Retrieved May 27 2009 from the World Wide Web www marcprensky com writing Prensky 20 20Digital 20Natives 20Digital 20Immigrants 20 20Part1 pdf RHEINGOLD H The virtual community Homeste
171. mat WYSIWYG e Acronym for What You See Is What You Get An editing system in which the way the content looks during editing is the same as the finished product e g a web page printed document or slide presentation Resources and reference material Creative Commons s d License your work WWW Creative Commons http creativecommons org license 04 06 09 Dictionary com s d Keyword WWW Dictionary com LLC http dictionary reference com browse keyword 04 06 09 DAVIES G amp RILEY E Glossary of ICT terminology in Davies G ed Information and Communications Technology for Language Teachers ICT4LT 2009 Retrieved April 12 2009 from the World Wide Web www ict4lt org en en_glossary htm HAWKINS K s d What is a Beta Version WWW Wisegeek www wisegeek com what is a beta version htm 04 06 09 Matisse s Glossary of Internet terms www matisse net files glossary html TAYLOR C 29 08 03 An introduction to metadata WWW University of Queensland Library www library ug edu au iad ctmeta4 html 04 06 09 Wikipedia www wikipedia com TACCLE handbook EI CCLE handbook THE TACCLE BOOK AUTHORS Graham Attwell is Director of Pontydysgu an Educational Research and Software Development Company based in Wales He is an Associate Fellow of the Institute for Employment Research University of Warwick and a Visiting Fellow at the University of Bremen His research interests are focused on
172. more successful than the original and sites like My Space are among the most visited sites on the web All of them allow you to create networks of friends personal profiles and blogs start or join interest groups or post photos music and videos for others to see The differences tend to be in the market niche they occupy For example Friendster is very popular in Asia My Space by people who want to talk about and share music Bebo by younger teenagers and Linkedin is for professional and business networking rather than personal friendships There are also media sites for storing and sharing particular sorts of information as you have already discovered for example e Flickr for sharing photographs e YouTube for sharing video e Del icio us for sharing bookmarked web sites e Slideshare for sharing presentations There are also commercial sites like Amazon com and eBay These social software commercial sites differ from other retail sites as they allow users to share information for example about the reliability of a seller the usefulness of the product and so on Most all of these sites share characteristics like the ability to upload data and media tools for adding tags or keywords tools for searching and downloading They also have in common OpenAPI stands for Application Programming Interface You do not need to understand this but you will hear it used OpenAPI simply describe sets of technologies that enable websites to interact w
173. ms that help to organise and administer learning programmes for students and store and organise learning materials At the time this seemed to be the most important technology for creating and managing content But since then we have seen an explosion in the use of social networking applications like blogs and wikis as part of what has been called Web 2 0 These are tools that make it very easy for people to create their own content in different forms text pictures audio and video These technologies make it simple not just for teachers but for students to produce and publish materials them selves and are increasingly being used in the classroom mixing traditional teaching methods with some e learning methods in what is called Blended Learning Therefore we have shifted the main focus of the handbook to provide a hands on guide to the use of such tools in the classroom We hope you will enjoy reading the handbook and above all will find it of practical use in your classroom As the Taccle project coordinator want to thank everyone who contributed to the handbook It is based on the collaborative effort of all the project partners but the credit for producing a well written and coherent text useful and comprehen sive for teachers is to a very large extent due to our editor Jenny Hughes Jens Vermeersch TACCLE handbook INTRODUCTION This book is written for classroom teachers who want to know more about e learning and who would like
174. n A useful homework assignment may be to contribute say two or three bookmarks to the group and comment on other people s contribution Looking at bookmarks that are publicly available is also a way of fast tracking research into a topic It is not so appropriate if you are looking for a space where you can build up a dialogue applications such as blogs or wikis are better There is also a lot of learning around the issue of tagging which is dealt with in Chapter 12 as a standalone topic be cause it is so important and also relates to many other areas ASSIGNMENTS e Watch the video Social Bookmarking in Plain English at http uk youtube com watch v x66lV7GOcNU e Sign up for a Fave or del icio us account e Set up a group for one of your classes and add a list of bookmarks to web pages you think they would find useful e Ask your class to contribute one bookmark each or comment on someone else s entry Resources and reference material Del icio us http delicious com Diigo www diigo com Faves www faves com Ma Gnolia http ma gnolia com Simpy www simpy com Stumbleupon www stumbleupon com Using Del icio us in educations article GROSSECK G 2008 Using Del icio us in education WWW Scribd s CMS www scribd com doc 212002 Using delicious In Education 25 05 09 Social Bookmarking http en wikipedia org wiki Social_bookmarking E TACCLE handbook CHAPTER 9 DIGITAL CONVERSATIONS GROUP AUDIO
175. n board with a minimum participation requirement Rhetorical ethical or other questions andaweb forum which learners must use to share their reflections with a minimum participation requirement Retrieved May 20 2009 from the World Wide Web www cshe unimelb edu au assessinglearning 03 online html TACCLE handbook Learner constraints or issues to be considered The likelihood of cheating Some students ICT related anxiety may dis suade them from using this mode There may be problems with e learners comprehension of how to contrib ute effectively e learners understanding of group product process assessment e variation in learner commitment to collabo rative learning e Learner interest motivation and engage ment with modules may be negatively af fected by absence of marks or grades e Delays because of heavy traffic at peak times may demotivate or frustrate learners e Lack of learner comprehension of how to contribute effectively e Learner interest motivation and engage ment with role play or material negatively affected by absence of marks or grades e Learner comprehension of how to contrib ute effectively e Varying learner commitment to collabora tive learning e Possible variation in starting and completion times for distance and other students e Learner comprehension of how to contrib ute effectively e Varying lea
176. n or use cut out drawings or stop motion animation pictures or objects filmed against a background then moved and filmed again 1 PODCASTBLASTER Le dl Video Podcasting How to make a Podcast WWW PodcastBlaster http www podcastblaster com video podcasting html 25 05 09 TACCLE handbook EI Try looking at the following URL for ideas www jingproject com http uk youtube com watch v y MSL42NV3c http uk youtube com watch v a81YvrV7Vv8 http uk youtube com watch v SXx2VVSWDMo Post Production Fine Tuning Add music to your podcast Check on the copyright restrictions for your own country Go to http music podshow com for royalty free music samples Edit the length of the visuals e g to make them fit the music Add graphics Adding graphics to the film using Jing Jing is a software application that enables you to snap a picture of your computer screen record video displaying on your screen and share the images over the web The entry level software is free and can be downloaded from the Jing website It was originally designed for adding visuals to your online conversations but it is particularly useful for making video podcasts as it enables you to add graphics notes voice overs speech bubbles still pictures and so on to your video film The tutorial on the Jing site is excellent and easy to follow Again Mac has its own equivalent product http www apple com downloads macosx video jing html Compres
177. n the pupil of the eye where flash portraits have lit up the retina and made the eyes look red This usually works like a tiny paint brush whereby each click of the mouse deposits a black dot Retouch or smudge enables you to get rid of small imperfections by blurring them into the background Typically you will be offered various size circles choose the one the same size as the blemish that you can move around over the blemish you are trying to get rid of as if you were smudging it Effects gives you a range of special effects such as changing a full colour picture to black and white or sepia or antique Even on the most basic programmes there will probably be framing effects to allow you to change a rec tangular or square picture into a round or oval one or round the corners or feather the edges and options to boost or TACCLE handbook fade the colours On the more sophisticated programmes there will be a much greater variety of effects These often include tools to give the finished picture the impression of e g an oil painting a pencil drawing an infrared photo graph a cartoon and so on or will give you multiple images Adjust refers to a range of tools to let you manipulate the brightness contrast colour saturation and temperature of the colour from hot red to cool green There will almost certainly be a tool to allow you to correct under or over exposure of the original or just lighten shadowy area
178. naged Learning Environments MLE or Learning Management Systems LMS All these terms are in common use So Virtual Learning Environments VLE means the same as Learning Content Management Systems LCMS but is quite different from Managed Learning Environments MLE which means the same as Learning Management Systems LMS To make it even more confusing a lot of software combines elements of both We are proposing to use all these terms partly because the contributing authors use different terms partly because some terms are used more frequently in different countries and partly because as you are likely to encounter all of them elsewhere you should be familiar with their use Learning Management Systems and Learning Content Management Systems A Learning Management System LMS is a software tool typically web based which helps to plan and deliver learn ing events and to manage learners by keeping track of their progress and their performance across a range of learning activities It also facilitates interaction between teachers and students and among students themselves On the other hand a Learning Content Management System LCMS focuses on the development management and publishing of the content that will typically be delivered through the LMS It provides authors and designers with the means to create e learning content efficiently LMS is often confused with LCMS In fact these two concepts are complementary and as we sa
179. nd the school or on a school field trip You can then download this to your computer and add it to your show e Adding podsafe music Let your DJs introduce some copyright free music into your show e Promote yourself Register with the various podcast directories see below to get more listeners What can you put in a podcast e School news a great way of telling pupils and parents what is going on at your school e Pupils work children love sharing their work Ask them to record their own stories or write reports about an activity they have tried at school e Interviews with members of staff children members of the community and visitors to school e Music Please be aware that you will not be allowed to use commercial music in podcasts for copyright reasons However some artists allow their music to be played in podcasts You can find this podsafe music in special directories e g music podshow com e Their comments on local national and international news be aware of any copyright regulations when finding sources of news and whatever else you feel may be appropriate TACCLE handbook EI A few other tips Let your pupils listen to and watch a few other podcasts before they start This is a great way of finding out what pod casts are all about and discovering what it is possible to do You may discover some great ideas that you could try to yourself Bill Ferriter who helps to create The Blurb has of
180. nd make sense So asking students to identify the six websites they found most useful on a particular topic is probably nearer to their everyday life experience than sending them to a library Sharing those bookmarks with other people using del icio us then tagging them and writing a description is likely to be more relevant than summarising a chapter of a book Interactivity Assessment is the perfect opportunity for learner and teacher to communicate In fact the word assessment is de rived from the Latin assidere meaning to sit beside So we must create space for students to express their feelings 1 LINN R L amp GRONLUND N E Measurement and Assessment in Teaching New York MacMillan Publishing Company a division of MacMillan Inc 1990 p 31 32 TACCLE handbook about the learning process and any uncertainties they might have All teachers know that sometimes students get the right answers by chance or appear to succeed on one occasion but not on others This suggests that learning has not taken place and further explanation or practice is needed Having the student talk about what and how they have learned and how they feel about it is a better way of checking this out than using a battery of multiple choice or true false type tests which often do not provide evidence about the real competences that were acquired However we also know that it can be difficult to get students to discuss how they felt about a piece
181. ne feed you would like your class to monitor and report on e Add the TACCLE website to your list of feeds and if you are interested in e learning in general add Pontydysgu org which is the website of the Welsh partner in TACCLE Resources and reference material BBC News 2005 Turning the web into sushi belts WWW BBC News http news bbc co uk 1 hi technology 4421707 stm 19 05 09 Wikipedia 2009 RSS WWW Wikimedia Foundation Inc http en wikipedia org wiki RSS_ file_format 19 05 09 BBC News s d News Feeds from the BBC WWW BBC News http news bbc co uk 1 hi help 3223484 stm 19 05 09 A short video explanation of RSS and how it helps you save time reading the web Commoncraft 2007 RSS in Plain English WWW YouTube LLC www youtube com watch v 0klgLsSxGsU amp eurl http www commoncraft com rss_plain_english 10 03 2009 TACCLE handbook CHAPTER 11 IMAGE SHARING Co LEARNING OBJECTIVES At the end of this chapter you will be able to e Describe what image hosting and sharing applications are e Say why they are necessary e Explain how they work e Search for and use images from an image hosting site e Upload images to an image hosting site WHAT THEY ARE Image sharing site is a generic term for websites that provide storage and publishing facilities for your photographs presentations and videos We have already looked at specialist video sharing sites such as You Tube and presen
182. ng to do anything very much at all other than follow the simple instructions which are pro vided You do not need any technical skills because the software does everything for you However you may want to play around with a photograph you took with your own camera before you put it on the web for example by cropping it adding text or correcting defects Or you may want to load an image created by someone else which you happen to have on your computer In this case it is useful to have a basic understanding of formats and standards or your learning object may not be accessible for technical reasons TACCLE handbook Gi Which formats and standards to use The most important thing when you are deciding on a format or standard for your images is to firstly consider what sort of image you are working with and then consider where and how they are going to be used A prime considera tion is the time it takes to load the image onto the screen If the image takes a lot of memory space it will take a long time to load which is frustrating for you and your students The solution is to compress the image so that it takes up less memory There are several formats that do this Which one you choose depends on the information contained in the image The most important ones are JPEG GIF and PNG JPEG JPEG is an abbreviation for Joint Photographic Experts Group It is used for images with lots of colours and gradients for example coloured photographs You c
183. ning Management Systems or Managed Learning Environments There is a whole section on LMS later in the handbook in Chapter 18 Subject competence and knowledge Providing information in the age of search engines is quite different from doing so when the teacher was the sole source of information In traditional face to face education the teacher is the mediator between the source mate rial and the learner As teachers we could select the source material interpret it and decide how we were going to represent it to students We could also choose the text books and recommend library books Although some pupils may have used the public library 90 of subject information was provided or mediated by the teacher When stu dents access the web for information on the other hand there is no teacher mediation between the source and the learner other than the teacher suggesting particular sites Although this has meant that teachers now have to provide far less information than they used to they have a much bigger job in helping students search intelligently use web sites effectively evaluate the bias of different sites sort out fact from opinion and so on Another major change is that information transmission was essentially one way from teacher to learner This is shifting to multiple interactions between learners with the teacher as part of a network A new role for teachers is setting up or helping students to build networks and providing support
184. nline free or at a low fee for education that you can use to create cartoons and comic strips You don t have to be able to draw and even the least artistic and least able learners can produce very professional results very quickly which is a good motivator Our favourite is Comic Life find them at plasg com comiclife We also like Voki This is a programme which can be downloaded free from Oddcast or go to voki com It allows you to create personalized speaking avatars and use them on your blog profile and in email messages Both are so easy to use that you are better off downloading them and trying them out GETTING STARTED Decide whether you are going to create a strip cartoon or comic that you are going to print or publish on the web or whether you are going to import the cartoon into a Powerpoint presentation Whichever one you choose the first step is to create a storyboard You can use storyboarding software or mind map ping software or just scribble the main ideas on paper frame by frame We use different coloured post it notes for each frame because they can be moved around very easily and if you make a mistake you only have to replace one Focus on key messages cartoons and comics work because there is not much text so you have to make every word count Look for suitable pictures and images and import these into your photo management system Create an album and call it the name of your comic When you open Comic Life you
185. no where he also teaches Theory of Information in the Faculty of Social Science His main research interests are theory of informa tion communication and social systems with a specific focus on the relationship between social systems and new technologies Silvia Grillitsch has studied communication science art history and cultural studies with focus on digital media in Graz Berlin and Vienna She lives and works in Vienna as a consultant for learning with digital media and runs the multimedia agency www via media at Jenny Hughes is an educational researcher at Pontydysgu an Educational Research and Software Development Company based in Wales Her interests include evaluation theory and practice e learning and social policy Narciso Jaimez Toro is a VET teacher of computer science He participated in the first teachers team that devel oped materials for vocational training based on e Learning in Andalusia and currently works in the VET Section of the Educational Administration in Andalusia coordinating and supervising the development of all materials that are used for all the Professional Training studies based on e learning being offered in this region Sebastian Lopez Ojeda is a VET teacher in Computer Science he has participated in the implementation of VET based e learning in Andalucia developing materials to use online and training teachers to use e learning Manuel Jesus Rubia Mateos is an engineer in computer science who graduat
186. nomy is its inherent subversiveness when faced with the choice of the search tools that Web sites provide folksonomies can be seen as a rejection of the search engine status quo in favour of tools that are created by the community TACCLE handbook Folksonomies are created and grow within Web based communities where provisions are made at the site level for creating and using tags These communities are established to enable Web users to label and share user generated content or to label existing content collaboratively such as Web sites books works in the scientific and scholarly lit eratures and blog entries Many of the applications we described earlier such as book marking tools or photo shar ing tools depend on their users creating a folksonomy Advantages and disadvantages On the plus side all tag based classification of internet resources such as web sites is done by human beings who understand the content of the resource as opposed to software which algorithmically attempts to determine the meaning of a resource Also people can find and bookmark web pages that have not yet been noticed or indexed by web spiders cf web crawler Additionally a social bookmarking system can rank a resource based on how many times it has been bookmarked by users which may be a more useful metric for end users than systems that rank resources based on the number of external links pointing to it From the point of view of search data there a
187. nscious of the flow of the content and what logically followed on from what We found that there were several possible sequences that were logical and made sense and in the end we were forced to make a decision and choose one of them Typically when we write handouts or essays or books we probably scribble a plan and then write it from beginning to end Linear design does not work when you are designing e learning Text is better written in chunks that can be accessed as and when the learner wants Images sound and video can be included by clicking on hot spots menus and tabs en able the learner to make choices and move between levels web pages can be laid out so that chunks of text and images stand alone in their own spaces hyperlinks allow the user to move sideways to related or explore topics Respect the learner Avoid any content or feedback that is insignificant annoying or degrading Do not set the user up to fail a task in an effort to teach him a lesson For feedback say A better choice or The correct choice instead of No Bad choice People read at different rates so do not display information that disappears after a short time Make every bit of downloaded information count long load times for insignificant information are annoying Allow the learner to make decisions The learner should be able to decide the direction best suited for accomplish ing his or her goal to learn While it is perfect
188. nsider whether you could pro vide additional support using e learning technologies e The Department of Further Education of the Government of South Australia has an interesting web site that shows how their strategic plan meets the needs of particular target groups It includes the goals for each group explains how they will be achieved and provides actual examples of what this may look like in practice Although the site is about vocational education rather than compulsory school education it is worth a visit Go to www e learningstrategy sa gov au index php Resources and reference material HENRY S L 2005 Introduction to Web Accessibility WWW W3C http www w3 org WAI intro accessibility php 19 05 09 TACCLE handbook Gi CHAPTER 16 ASSESSMENT LEARNING OBJECTIVES By the end of this chapter you should be able to e Describe how e technologies can be used to assess student learning e Discuss the advantages and disadvantages of on line assessment e Use the appropriate technology for assessing different learning objectives e List the criteria for an effective assessment system using e technology e Use assessment software to design a test WHAT IS ASSESSMENT Assessment is a general term that includes the full range of procedures used to gain information about student learning observations ratings of performance or projects tests and the formation of value judgments about the learning process If we accept this
189. o licence requirements Podcast e A digital audio or video file published and available for download through syndication on the World Wide Web Technically audio or video files that are accessed by downloading or by streaming but which are not syndicated are not podcasts Podcast is a combination of iPod and broadcast although you can listen to a podcast on your computer and do not need an iPod or mp3 player Podcast is also analogous to broadcast as it can describe the content or the method of syndication Podcasting e The process of producing and syndicating a series of podcasts on the internet Podcatcher e Software such as iTunes to download play and subscribe to podcasts Most podcatcher software can access a central web feed that lists all the files associated with a particular podcast and can automatically identify and retrieve new files when they are available The files download automatically and are then stored on the user s computer or iPod mp3 player for offline use Post e An entry in a blog Proprietary software e Software for which you have to pay See also Commercial Software QuickTime e An Apple plug in for Mac and Windows that enables you to play audio and video files RDF e Abbreviation for Resource Description Framework A W3C specification originally designed as a metadata standard for web resources but also used more generally as a particular way of conceptualising information ex change that is the basis
190. od choice for quick image editing It has a lot of features and can handle all common formats GIF JPEG PNG There is also a version available that is very similar to the Adobe Photoshop interface Picasa Picasa is also free software for image editing and administration that was taken over by Google Inc in 2004 It was designed for beginners It is particularly good for creating photo albums for the web TACCLE handbook Gi STEP BY STEP HOW TO SAVE WEB OPTIMIZED IMAGES In the following section you will learn step by step how to save web optimized images Each specific software package will be slightly different but the stages will be the same Step 1 Conceptual Considerations Search for a suitable image on Google or in your own albums Check whether the image communicates your mes sage clearly whether there is irrelevant or distracting information in the image Open your software package Import your image into the software package by selecting image or import or import image Open the image Click on edit or edit image It may be that you can eliminate parts of the image that are unnecessary for example if you want to show a portrait you can omit unimportant background detail There will be a button or menu item that will allow you to crop the im age You want bold clear images that fill your frame so if in doubt crop it down The image size width and height should not exceed roughly 640
191. of Flash files Folksonomy e Folksonomy also known as collaborative tagging social classification social indexing and social tagging is the practice and method of collaboratively creating and managing tags to annotate and categorize content Put more simply it is a user generated bottom up labelling system so that you can find things on the web Forum e A synonym for bulletin board FTP e FTP is an abbreviation for File Transfer Protocol It is a software standard used for transferring files from one computer to another via the internet Functionality e The number and variety and level of different tasks that a programme can perform In computer sci ence a subroutine or function is a portion of code within a larger programme which performs a specific task and is relatively independent of the remaining code GIF e An acronym for Graphics Interchange Format GIF which is a bitmap image format that was introduced by CompuServe in 1987 and has since come into widespread usage on the World Wide Web due to its wide support and portability The format supports animations but is unsuitable for reproducing images with continuous colour such as colour photographs but it is good for simpler images such as graphics or logos with solid areas of colour GNU General Public Licence e Licensing model for Open Content The copyright owner labels the content in a way that describes what permissions other people may have For example permission to copy
192. of aggregation should help us build on existing knowledge and help us change it to ac commodate new ideas This is often called scaffolding Manipulating Another possible use of a Personal Learning Environment is to manipulate or rearrange knowledge artefacts This could be at the simple level of editing text or adding a note or tag However it may involve more extensive repurpos ing of the artefacts so that we can use them in new way within our Personal Learning Environment or share them with others Analysing A PLE should be a place where we can use different tools to analyse knowledge Or it might involve rendering con verting information knowledge and data into a different form to allow analysis Additional tools could allow us to share our analysis collaborate with other people on the analysis of the same data or compare our analyses with other people zs research Storing A simple and obvious function for a PLE is to store data and artefacts However that storage function may not be so easy as people use different places to store things For example some people may simply store things on the hard drive of their computer some will use an external hard drive or an MP3 iPod device or some may store things on the web To make it more complicated some people will want all of their data stored in a personal space others will want it stored in a shared or public space and others will want a combination of these Ref
193. of different methodologies different technologies different tools and dif ferent contexts If we are trying to make sense of what e learning is in practice it helps if we can start to classifying it under some broad headings Even that is problematic Software developers are likely to categorise e learning by the technology that it uses sociologists by the social function it performs institutions by the way it is organised and managed As this book is targeted at teachers we are proposing to start with pedagogical differences so the follow ing distinction is probably one of the most important Synchronous learning Synchronous learning is when students and teachers participate simultaneously in the learning process They com municate live in real time using technology to do so They may use telephones Skype an interactive whiteboard a chat room or specialist video conferencing facilities and they sign on to meet at designated times They are almost always geographically distanced from each other Otherwise the Logic is that they could meet face to face However we are very wary about using the terms distance learning in opposition to face to face learning Although face to face learning is usually associated with learners and teachers sharing the same physical environment there are many who would argue that people participating in for example a four channel video conference where they can hear and see each other live exchange d
194. of learning This could be shyness lack of confidence lack of opportunity or simply that they do not have the language skills to do so A personal blog can go a long way to solving some of these problems If they are not articulate enough to express themselves in words why not let them use emoticons or microblogs Multi dimensional Ideally assessment tasks should involve students in situations where they have to draw on and integrate lots of different sorts of knowledge cognitive understanding psychomotor skills and affective or social skills Traditional assessment tends to focus on the first of these for example being asked to write an essay based on what they have read Using e technology the students could make a podcast which requires practical skills to interview people which needs interpersonal skills about their opinions or ideas around a particular topic which develops intellec tual skills Uploading the podcast onto a blog or wiki and making decisions about who can share it and what they can do with it develops social awareness DEFINITION OF STANDARDS Teachers know and research has proved that both students and teachers benefit enormously when they have a shared understanding about what constitutes success and where the standards and expected levels of perform ance are clearly defined A quantitative measure such as 50 may be useful in classifying students but it is not particularly helpful in formative eva
195. of people have to write a single docu ment a paper a book etc on a specific topic However if the final document is long and complex it is useful to assign each part of the work to a particular contributor who is responsible for managing and checking the content of particular wiki pages and another person who will edit the final version Using wikis in the classroom Technologies Internet et Education TECFA a research and teaching unit at the University of Geneva lists the fol lowing uses for wikis in education e As information sources e As places for students to hand in assignments which could include peer ratings from other students e As tools for collaborative Web writing to create collective knowledge e For problem solving e As project spaces e As discussion forums e As libraries or databases around particular cases or topics e A place to practice collaboration and co operation skills An entire class can use a wiki to generate a collective product If the learning activity of an individual has to be as sessed or examined you can choose to create single accounts for every participant so that you can see who is writ ing what and you can check that the progress of each individual is satisfactory Conversely you may want to assess their ability to work as a team and create a shared log in for a whole group 1 ARONSSON L Operation of a Large Scale General Purpose Wiki Website Experience from susning nu s f
196. of the semantic web TACCLE handbook RGB e Just stands for Red Green and Blue This is the colour mode for images to be viewed on a computer screen as these are the only colours that be displayed on screen Remote Learning e Sometimes used as a synonym for distance learning Sometimes used more narrowly to mean that sub set of distance learning where the student is unable for whatever from accessing F2F learning and technol ogy is used to try a recreate or replicate as far as possible the F2F experience the learner is missing The Australian radio schools for pupils in the outback were early examples repository e A digital library The DELOS Digital Library Reference Model defines a repository as An organization which might be virtual that comprehensively collects manages and preserves for the long term rich digital content and offers to its user communities specialized functionality on that content of measurable qual ity and according to codified policies RSS feed e Abbreviation for Really Simple Syndication An XML document that tells you when your favourite websites have been changed gives you the latest updates and headlines together with metadata on the publishing dates and authorship of new content Some websites have a symbol you can click on if you want them to be added to your feed if not you can add the URL of any websites you want included RSS Reader e Synonym for feed reader Software that checks subscribed an
197. ogs can be restricted or open access and transmitted and received by text messaging instant messag ing email digital audio or on a web site MLE e Abbreviation for Managed Learning Environment and synonym for Learning Management System LMS MP3 MP3 encoder e Abbreviation for MPEG Layer 3 MP3 is an encoding format for the lossy compression of audio files so that they can be played easily on the internet and on a mobile Media Player Network e Connection of 2 or more computers Newsfeed e See aggregator Node e Any single computer connected to a network Object oriented programming e Object oriented computer programming is based on the idea of creating discrete modules objects of code that can be reused in multiple contexts by different software applications This represents huge savings in time and money and promotes collaborative work between developers This is the fundamental idea behind learning objects you can build small instructional components that can be reused a number of times in dif ferent learning contexts Online Learning e One form of e learning which uses internet based technologies such as the world wide web email etc It covers a wide range learning activities from self directed learning to a formal course or participation in shared events such as on line conferences It is now the dominant e learning technology having overtaken the use of CD ROMs or DVDs Open Content e Content published in a format that explicitly all
198. ome discussion as to what RSS stands for but most people settle for Really Simple Syndication or Rich Site Summary Either way RSS is a format for delivering regularly changing web con tent Many news related sites weblogs and other online publishers syndicate their content as an RSS feed to who ever wants it In essence the feeds themselves are just web pages designed to be read by computers rather than people READING AN RSS FEED In order to read an RSS feed you will need an RSS reader also called a Feed Reader or News Aggregator or a Newsreader This is a piece of software that checks the feeds from sites you have subscribed to and tells you that new articles have been added or changes made It downloads any updates that it finds and provides a user interface to monitor and read the feeds There is a range of different news readers available and new versions are appearing all the time Basically there are two types of RSS reader those that are accessed using a browser and those which are downloadable applica tions Browser based news readers let you catch up with your RSS feed subscriptions from any computer whereas downloadable applications let you store them on your own computer in the same way that you either download your e mail using Outlook or Mail or keep it on a web based service like Hotmail Also different news readers work on different operating systems so you will need to choose one that will work with your comput
199. on in a Networked Culture Why Youth Heart MySpace St Louis American Association for the Advancement of Science 2006 8 ANDERSON T Distance Learning Social software s killer ap Armidale ODLAA 2005 Retreived May 20 2009 from the World Wide Web www unisa edu au odlaaconference PPDF2s 13 200dlaa 20 20Anderson pdf 9 See Chapter 12 10 RSS stands for a number of things which all mean more or less the same thing Really Simple Syndication RSS 2 0 RDF Site Summary RSS 1 0 and RSS 0 90 or Rich Site Summary RSS 0 91 This is not important outside technical community TACCLE handbook SECTION 3 LEARNING ENVIRONMENTS So far we have looked at some simple ways of introducing e learning methods in your classroom and have consid ered some of the pedagogical issues This part of the handbook looks at the bigger picture how e learning can be managed at an institutional or individual level We are going to look at two quite different approaches One is based on software applications called Learning Management Systems which are typically used by organisations such as schools universities and industry and cater for large numbers of learners and teachers usually in a formal or institutional setting The other is based on the idea of each individual having their own personal learning environment customised for their own needs but which allows them to be networked with other learners either within or outside an insti
200. onal purposes However as we have already said young people are increasingly using social software for creating and exchanging multimedia objects and for social networking The term digital native has been coined to describe the generation born after the digital revolution and who have no concept of a world without e technologies The pupils most of us are teaching are using web 2 0 tools every day to share what they think and do online One in five 12 to 17 year olds who use the net said they used other people s images audio or text to help make their own creations These teens were born into a digital world where they expect to be able to create consume remix and share material with each other and lots of strangers 1 More about wikis in Chapter 4 2 Additional information in Chapter 28 3 GROSSMAN L 13 12 2006 Times Person of the Year You WWW Time Inc www time com time magazine article 0 9171 1569514 00 html 15 05 09 4 LENHART A amp MADDEN M 02 11 05 Teen Content Creators and Consumers WWW Pew Internet amp American Life Project www pewinternet org media Files Reports 2005 PIP_Teens_ Content_Creation pdf pdf pdf rapport 20 05 09 5 RAINIE L 04 11 05 US Youths use Internet to Create WWW BBC News http news bbc co uk 2 hi technology 4403574 stm 20 05 09 TACCLE handbook Despite this most education systems have acted with at best suspicion and often downright
201. or beginners Learners may need quite high level technological skills for example familiarity with quite complicated com ability to fix things if things go wrong at their end Participation in chat rooms or other text based real time communication requires fast typing skills and preferably text speak expressions that are frequently used When you miss a session it is gone forever even when it is possible to access transcripts or recordings later Simultaneous participation and the contact with peers are a great source of motivation Others count on you so you cannot put it off A lot of the learning happens in the interaction with oth ers Learners must come prepared to a virtual class room or on line event Interaction is in real time and the protocol is based on short questions and answers with little or no time for ASYNCHRONOUS LEARNING If a computer breaks down you can have it fixed and con tinue the next day or find another machine It is frustrat ing but there is a solution line conference and finding you have lost the sound or the While demand on technological skills can also be rather i high the absence of time constraints allows learners to munication software for on line video meetings and the experiment or to get help when they cannot work it out right away Typing skills are less important You can take your time
202. or digital images or multimedia presentations or software code In fact they can be almost anything IPR are de signed to give legal protection to the creator Copyrights are one sort of IPR along with trademarks patents trade secrets or industrial design rights Copyright The person who creates the intellectual property owns the copyright from the moment it is created without having to take any further action Once you create a tangible expression of an idea in any medium including digital works you receive all rights reserved copyright automatically You do not have to register or record this However you may give or sell the work to someone else along with the copyright So copyright protection is limited to the work irre spective of who the owner is Nevertheless other intellectual property rights of the creator remain one of which is that irrespective of who owns the copyright at any time they will always be recognized as the creator The copyright holder has exclusive rights to e Make copies of the work e Prepare derivative works based on it e Distribute copies of the work to the public by selling hiring or lending e Present the work publicly in the case of audiovisual productions e In the case of sound recordings playing or performing the work publicly This means you cannot download images text music or anything else from the web unless you have the copyright owner s permission to do so These basic rights
203. ors teach_online html CENTRE FOR THE STUDY OF HIGHER EDUCATION 2002 On line assessment WWW AUTC www cshe unimelb edu au assessinglearning 03 online html 19 05 09 DE PRYCK K e a Getting started with Open and Distance Learning Antwerpen Garant 2005 GOVERNMENT OF SOUTH AUSTRALIA Department of Further Education Employment Science and Technology 2005 SA e learning strategy for vocational education and training WWW Government of South Australia www e learningstrategy sa gov au index php 19 05 09 GROSSECK G 2008 Using Del icio us in Education WWW Scribd www scribd com doc 212002 Using delicious In Education 18 05 09 HENDERSON A The e learning question and answer book New York Amacom 2003 Learning Styles www learningstyles net KU H Y LOHR L amp CHENG Y Collaborative Learning Experiences in On Line Instructional Design Courses Chicago AECT 2004 SALMON G E Moderating The Key to Teaching and Learning Online London Kogan Page 2000 WHITE K amp BAKER J The Student Guide to Successful Online Learning Boston Pearson 2004 World Wide Web Consortium W3C www w3 org TACCLE handbook GI CHAPTER 15 TARGET GROUPS LEARNING OBJECTIVES By the end of this chapter you should be able to e Identify target groups for whom e learning might overcome particular problems e Consider ways in which you could use e learning to support students with special educational needs SOCIAL
204. outube com watch v y MSL42NV3c 26 05 2009 Creating Video Podcasts Overview NATIONAL MEDIA EDUCATION WEEK Le dl Overview WWW Media Awareness Network http www mediaeducationweek ca mymedia create_overview htm 09 06 08 Down FM www downs kent sch uk page_viewer asp pid 10 amp type podcast podcast_43 iTunes www apple com itunes download Juice iPodder http juicereceiver sourceforge net index php PODCASTBLASTER s d Video Podcasting How to make a Podcast WWW PodcastBlaster www podcastblaster com video podcasting html 25 05 09 Podsafe music network http music podshow com Poducate Me Podcasting in Education http poducateme com The Blurb http guysread typepad com theblurb The Education Podcast Network http epnweb org WARNER M s d Podcasting WWW Mark Warner Teaching Ideas www teachingideas co uk ict podcasting htm 27 05 09 WIKI PODCAST s d Podcatcher WWW GNU Operating System http wiki podcast de Podcatcher 09 06 08 1 WARNER M s d Podcasting WWW Mark Warner Teaching Ideas http www teachingideas co uk ict podcasting htm 27 05 09 TACCLE handbook CHAPTER G VIDEO SHARING WEB SITES YOUTUBE ee LEARNING OBJECTIVES By the end of this chapter you should be able to e Say what YouTube is e Browse create play lists upload and embed YouTube videos e Describe situations in which YouTube may be useful appropriate e List the advantages and
205. ows copying and modifying of its information by any TACCLE handbook one The content can be licensed using Creative Commons or other copyleft licensing Open Source Software e Software that is provided free of charge along with its source code so that anyone can modify or improve it As it is available free of charge there may be no user manual or on line support and it is often released as a beta version that does not claim to be bug free As other developers use the software and fix the bugs and publish the fixes so the software evolves OpenAPI e The term API stands for Application Programming Interface These are technologies such as Javascript or SOAP that enable websites to interact with each other Although strictly speaking these technologies are not limited to web based applications their biggest use is in social networking applications like MySpace Bebo Facebook etc Operating system e The operating system of your computer controls the hardware It is responsible for the manage ment and coordination of activities and the sharing of the limited resources of the computer The operating system acts as a host for applications that are run on the machine and is the interface between the hardware and the user Almost all computers including handheld computers desktop computers and even video game consoles use an op erating system of some type Operating system is commonly abbreviated to either OS or O S Pivot browsing
206. phone in a web based live radio broadcast or upload their work into an appropriate repository of LO This sort of involvement not only adds value to the learning but also acts as a strong motivator Designing the learning path Designing the learning path is the first and most important step This is a map of what the learner will experience and the steps they will go through to achieve the learning objective A flowchart can be tremendously helpful if you are familiar with the idea If not you could use mind mapping software A really good one is Personal Brain which un like a lot of mind mapping software lets you add links and content to your map Or you can simply scribble out the main points and the sequence on a piece of paper We have found post it notes really useful as they can be rearranged easily and using different colours and overlapping notes you can show e g layers and levels of embedding hyperlinks and so on Whichever way you choose don t short circuit this mapping process the technology comes later The learning path should include materials tasks and activities and different ways of presenting information that will address different learning styles or preferences The same learning outcomes may be reached using different learning paths A simple example of different learning paths might be to consider two learners studying a foreign language If the goal is to acquire new vocabulary one route is to move f
207. plain the difference between geographic space and networked mediated space e list the four properties of communication in networked space e list the advantages and disadvantages of networked and geographic space e share something on the Internet by exposing it to a networked mediated public NETWORKED SPACE As human beings we are used to living ina geographical space The space we know best is the physical environment around us In this space we are all aware that it takes time to go from point A to point B Often the time defines the distance between A and B We often say for example the station is only five minutes away We also know that we now spend an increasing amount of time in technology mediated spaces A mediated space is the place where we meet our friends when we talk with them on the phone but also the place where we experience feelings while watching a film or reading a book or the place we chat to friend on Facebook or Skype Mediated spaces came into existence with the printing press although some people would claim that even before that paintings and other works of art were also a form of mediated space Whatever your personal opinion we would certainly argue that the importance and growth of mediated space increased dramatically with the emergence of printing As a consequence knowledge resources acquired three important properties they become permanent replicable and directed to an invisible a
208. pler LO than one over long and over complicated one Provide lots of opportunity for the user to interact with the information Object oriented programming components such as those available in HTML Java and Shockwave offer ways to add interactive design elements that engage the learner such as buttons hot spots image maps and hyperlinks controls voice recognition movable objects and data entry fields However you need to keep in mind that your de sign goal should be to encourage intellectual interaction with the information not simply include lots of click areas Interactions should either test skills or cognition or they should activate more information the student can use to advance learning Remember that you are dealing with a range of people with different learning styles and abilities Just as you would in face to face teaching you need to design materials that adapt to the abilities of different stu dents and respond intelligently to the learners input If the user is having difficulty with one concept or task offer reinforcement through extra information different media or suggest alternative resources other courses publica tions or hyperlinked information Provide meaningful feedback to user input that reinforces a concept and hardens the foundation for further learning Keep in mind that students will have a range of preferred learning styles and try and build in some options to suit TACCLE handbook their needs
209. quest WWW Grammarman Comic www grammarmancomic com wquestmenu html 25 05 09 Bitstrips www bitstrips com Chesi 21 10 08 Sarkozy Merkel WWW Creative Commons www flickr com photos pimkie_fotos 2961678106 16 06 09 Cliff1066 03 05 09 George Washington WWW Creative Commons www flickr com photos nostri imago 3497406509 George 16 06 09 Comprehensive list on resources about Cartoons and comics for Language learning http 64 71 48 37 teresadeca school efl eslpage htm cartoons GOOMAN E 26 12 07 Using Comics Kids Read and Make Them Too WWW Worldpress http dyslexia wordpress com 2007 12 26 using comics kids read and make them too 25 05 09 Grammarman Comics www grammarmancomic com Make Beliefs Comix www makebeliefscomix com comix php Mashon www mashon com mycbc MURPHY J 18 12 06 How to make a Comic Strip WWW Suite 101 http artseducation suite101 com article cfm how_to_make_a_comic_strip 25 05 09 Voki www voki com about_voki php SHAMBLES s d Cartoons WWW The Education Project Asia www shambles net pages school cartoons 25 05 09 Stefanpohlenz 27 05 09 Fire WWW Creative Commons www flickr com photos stefanathamburg 3571125920 fire 16 06 09 Tutorial on Voki HJELMERVIK NILS 09 04 08 Voki in its learning tutorial WWW Nilsh E learning Blog http nilsh blogspot com 2008 04 voki in its learning tutorial html 25 05 09 YANG G 2003
210. r which is not useful if say you use different computers at home and at school or you simply buy another computer Thirdly if you use more than one web browser then you will end up with two sets of bookmarks Fourthly if you want to give someone else the link you have to cut and paste it into an email Social bookmarking tools solve all of these problems by holding the bookmarking information on line You load the application onto your computer and a symbol will appear in your navigation bookmarks tool bar at the top left of your screen On the best known one del icio us this is simply a button that looks like the del icio us logo Each time you find a site you want to bookmark you hit the button You will then be asked to add some keywords to label or tag the bookmark This can be anything you want For example you could tag something as biology plants respira tion class 10 homework best The next time you open your bookmarking tool you will see a list of all your tags which is also likely to be very long However you can search bundles combinations of tags to locate particular sites For example you could find all the best bookmarks related to the physiology of plants or you could find all the sites you had asked class 10 to read as homework by creating tag bundles There is also typically a space for you to write a short description of the site or add notes if you want to Some sof
211. r students but students are Increasingly being asked to create their own You almost certainly create simple text documents for handouts assessments homework or assignments You probably also use text based Powerpoint or Keynote pres entations in the classroom By learning a few new techniques it is possible to enhance the quality and attractiveness of these text based materials in a way that will improve the learning output On line Readability You may want to share some of your text documents on the web in a wiki or on a blog for example or linked to a webpage There is a huge difference between reading a printed book or newspaper and an online article This is what media theorists are calling the shift from linear to digital culture Effectiveness of text based content depends largely on its readability that is how easy is it to read the text on the screen over a long period There have been many usability studies that suggest it is much more difficult than read ing paper based text The main reasons are e Reading text on a screen is physically less comfortable It puts a greater strain on the eyes and creates tension in the neck e Entering the web or another digital learning environment often means having to access a portal page and having to go through several steps to get to the point the learner wants even with good skip facilities this can be time consuming and frustrating e Relevant information has to be filtered and
212. r teachers Students will need feedback on their ideas and on their work in progress help with the identification of appropriate learning paths and learning strate gies support when they hit a bad patch help and guidance if they need to adjust or redefine their learning goals You will need to provide individual and group coaching by asking appropriate and timely questions to stimulate think ing encouragement to stay focussed and motivate learners to set challenging yet realistic goals Assessor competences The availability of e technologies has not fundamentally altered the nature of assessment but it has provided us with a wider range of tools There are many authoring software packages on the market that offer teachers the opportunity to create True False questions multiple choice questions fill in the blanks object matching text im ages sound bites drag and drop and so on Most have facilities for providing automated feedback and the only in tervention the teacher needs to make is when the responses of a particular learner deviates significantly from the expected results or from the mean Chapter 16 deals in more detail with assessment and Chapter 25 with author ing systems Technical competences All teachers can engage with e learning with a minimal level of technical competence as we hope this handbook will demonstrate As your confidence and expertise develops so the range of learning opportunities that you can provide fo
213. r your students will increase However the design of the learning programme also needs to take into account the learners level of ICT skills There is a popular belief that young people are way ahead of their teachers in their mastery of the technology and on average this is probably true However there are still pupils who will not have access to a computer at home and will not have a digital camera or mobile phone Unfortunately the gap between the haves and have nots is widen ing and there is a real danger that a minority of pupils will lack basic IT skills We have also found that those pupils are the least ready to admit it and ask for help In the world of the teenager not being able to understand maths is OK not being able to use a computer or not having a mobile telephone is not cool It is also a barrier to membership of the on line social networks which marginalises a whole group of teenagers even more TACCLE handbook So although you may not be an IT teacher you may find that you will need to provide individual coaching for some pupils who lack the necessary skills to use the technology and the information resources that are available It is tempting to ask more experienced pupils to help the less experienced ones or to put them in mixed ability groups so that they learn from their peers and if you know you class well this makes sense However there is also a case for forming groups around levels of technical
214. ramme for web based interac tive teaching materials This time it s Action Mazes the learner is presented with a situation and a number of choices about what action to take On choosing one of the options the resulting situation is then presented again with an other set of options Great learning activity Pity no Mac version TexToys shareware 20 Two authoring programs by Martin Holmes WebSequitur and WebRhubarb for creating web based exercises such as multiple choice story building and punctuation only cloze It was intended for language teaching but can be used in other subject areas If you register you get free hosting on the Hot Potatoes website No Mac version 1 E Learning Authoring Tools eLat project which supports the use of authoring tools at the University of Bath 2 What You See Is What You Get describes a system in which content displayed during editing appears similar to the final output TACCLE handbook Markin shareware 20 Markin is another Martin Holmes programme that runs on the teacher s computer It can import a student s text for marking by pasting from the clipboard or directly from an RTF or text file Once the text has been imported Markin provides all the tools a teacher needs to mark and annotate the text When marking is complete the teacher can export the marked text as an RTF file for loading into a word processor or as a web page so that students can view the marked text in a web browser Ma
215. re drawbacks to such tag based systems e no standard set of keywords a lack of a controlled vocabulary e no standard for the structure of such tags e g singular vs plural capitalization etc e mistagging due to spelling errors e tags that can have more than one meaning e unorthodox and personalized tag schemata from some users e no mechanism for users to indicate hierarchical relationships between tags Folksonomies are criticized because the lack of control over terminology can produce unreliable and inconsistent results If tags are freely chosen instead of taken from a given vocabulary synonyms multiple tags for the same concept homonyms same tag used with different meaning and polysemy same tag with multiple related mean ings are likely to cause problems and make searching less efficient Other reasons for inaccurate or irrelevant tags also called meta noise are the lack of stemming normalization of word inflections and the heterogeneity of users and contexts Folksonomies also cause problems in the business world For example for workflow purposes metadata tags need to be defined in a formal way at the time of scripting or programming If tags are informally defined and continually changing then it will be impossible to use the metadata to automate workflow and business processes For teach ers on the other hand who are constantly reworking and adapting similar material to fit different subjects different
216. reated and can be revised collaboratively It enables people to add delete or change information without knowing a programming language or going through a Webmaster GETTING STARTED WITH WIKIS Firstly you need some software One of the most used by classroom teachers is PBwiki the url is given at the end of the chapter It is free simple to set up and very easy to use An added bonus is that for educators it is free from the advertisements that finance its development and distribution A wiki page usually has two modes or views The normal mode is the actual finished page seen by the reader and looks like any other web page This cannot be changed by every user However it will also have an editing mode ac cessed by clicking on the edit button on each page This facility can be open to any user or it can be protected and restricted to designated users who access it through a log in name and password Platforms such as PBwiki allow you to specify who can manage the pages who can manage the folders in the pages who can write and who can read only The editing mode is the most interesting part of a wiki because it is the place where the authors can change text edit existing pages and add new ones Changing the appearance of a website usually depends on using a mark up language This is just a set of instruc tions and notes added to text which specifies how it will appear on your screen The most widely use
217. rget users usually at no cost in return for their feedback Others are available to the general public open betas either at no cost or for a reduced price during the pilot period Commercial companies tend to withdraw the beta version and replace it with the full cost fully supported version after the beta version pilot A lot of small not for profit organizations often leave software as a downloadable beta version more or less indefinitely so that they do not have to provide the technical backup documentation or packaged disc version needed by a fully commercial product Although originally used for a stage in software testing the terminology has been widely adopted by the educational community in particular to refer to the equivalent stage of content development The first version of new software released internally to other developers for de bugging is called the alpha version Blended Learning e A form of E Learning that combines web based learning with face to face classroom based learning Blog e Shortened form of weblog Blogger e Person who writes a blog Blogosphere e Metaphor for the community of people who are writing blogs Blogroll e A list of blogs on a blog usually placed in the sidebar of a blog that reads as a list of recommendations by the blogger of other blogs Blog ware e Software for creating a blog TACCLE handbook Bookmark e Web page locations URL that are stored for easy retrieval All web browsers will ha
218. ribe to the sites newsfeed and news of up Polldaddy Surveymonkey ERR eee EE ER EE AERN EE ER EE EE EER FREE AER ERR EE TEE FEEF EES E KEE EA de Ee ER EES EE ER ER EE R EE EE EEEER ER EEN ENEE EE ER KEE FEEF EE EE EREERE EE EE KEEN ER EEREREE KEE EEEEEEA EE Ee eE EE EE EE ER EE REREE ERR EE ER EE KEE ER ER RER EE EKER EE EEN Graphics editor bitmap editor Private social networking LMS LCMS Course authoring Allows you to manage digital images e g by cre ating resizing cropping or recolouring images combining images or by converting from one image file format into another Lets you create and customise a private network for a group of people like a private FaceBook Learning management systems and learning con and store and organise learning materials Tools to create SCORM compliant training ma in mark up languages like HTML or XML Ning Moodle tent management systems help to organise and administer learning programmes for students eXe terial that does not require you to be proficient TACCLE handbook OI OTHER APPLICATIONS OUTSIDE THE SCOPE OF THIS BOOK Virtual worlds augmented realities Typically you access a virtual world through the Second Life internet from a free client programme or view er As a resident of the virtual world you present i yourself as an avatar which is a 3D model repre senting the user s alter ego Residents can ex plore their environmen
219. rked work can even be emailed directly back to the student all from within the Markin programme No Mac version Knowledge Presenter pay for KP is an awesome package which if we had 1 500 we would buy A very good investment for a school or depart ment but for single users the free stuff is nearly as good Worth having a look at the 30 day free trial anyway The tu torials are excellent Knowledge Presenter also has a very good Live Chat add on for teacher pupil communication It also generates SCORM compliant materials Sadly there is no Mac version Articulate Rapid E learning Studio pay for Another excellent authoring system particularly easy to use and very powerful It has three standard packages for about 700 Presenter for turning Powerpoint into Flash multimedia Quizmaker for assessment tools and an encoder for adding video to presentations The problem is that the fourth package Engage which is a content crea tor does not come as part of the basic package and costs another 300 Adobe Presenter pay for Used to be called Macromedia Breeze Presenter Basically it is plug in for Powerpoint and turns boring Powerpoint presentations into full blown multimedia e learning material Very neat However at 424 so you would need to make a lot of Powerpoint presentations to justify spending this much Wimba Create pay for Not our favourite bit of software but have been told by others it is invaluable for those who hav
220. rner commitment to collabora tive learning 3 LEASK B Issues in on line delivery quizzes and discussion groups Adelaide University of South Australia 1999 Possi b le va riatio nn sta rt A g an d com p letio M times for distance and other students As we said above authentic assessment means asking learners to demonstrate the outcomes of their learning by undertaking tasks that are real that they can identify with and which are contextualised It should also run in paral lel to the learning process rather than being bolted onto it We rather liked the way McLoughlin and Luca provided some concrete examples of how this might be done and we have included an adapted version of their model Modes of interaction Attending cfr above concepts and information Practising and transfer Discussion Communication and articulation Examples of how student can con i tribute to the learning process Design and develop a team website contribute to content management l system Post solutions to problem of the week day Post blog podcast video journal Suggestion for interactive assessment activities Intra team peer review Content review by expert Intra team peer review of posted solutions Responses to blog entries Critique and peer feedback on Develop an electronic portfolio portfolios Compile a group portfolio based on a selection of elements
221. rom writing the words down to actually speaking them Conversely the learner could start with an oral exercise then progress to a written exercise So using the last example the flow chart could look like this ORAL EXERCISES WRITTEN EXERCISES If you continue to think about this learning path you may decide to create some new activities or materials or you may stum ble across some that you think could be usefully incorporated As your flow chart becomes increasingly complex you may want to use special software also available as freeware to help you produce the charts MS Visio is a good example WATCH VIDEO ORAL INSTRUCTIONS EXERCISES READ WRITTEN INSTRUCTIONS EXERCISES ORAL PREFERED LEARNING STYLE EVALUATION WRITTEN FIRST FAIL PREFERED LEARNING STYLE EVALUATE RESULTS EVALUATION SECOND FAIL REFER TO TEACHER WRITTEN TACCLE handbook Some tools will allow you to add comments or even hyperlinks to each of the blocks and arrows This is a great way to think about your course or lesson SOME RULES FOR GOOD DESIGN Forget linear thinking Most people are used to linear thinking Teachers in particular are used to presenting material in a logical sequence whether a text based handout or a verbal presentation This handbook has been written in a linear way Although we have tried to structure it so that readers can dip in to it we were still co
222. rs in order that we or others can find and retrieve it at another time Understanding metadata is simple it is just data about data It is like saying this book is about Roman history and it contains 2 parts one part on the Empire and one about the Republic or this picture is about a red cat In the front of this handbook we can find the name of the author the publisher the date of publication the printer and even the type face The book will also have a unique ISBN reference number This is all metadata Types of metadata There are various types of metadata including e descriptive or guide metadata e administrative metadata e structural metadata e technical metadata Structural metadata describes the internal organization of a resource for example database table names XML tags used for data mark up etc and is the sort of information computer specialists will find useful Descriptive or guide metadata helps users find the resource for example using keywords or can be used for identification and selection purposes title subject categories etc The metadata elements commonly used in e learning are set out in a standard schema called the Dublin Core These are outlined below The metadata elements are grouped into 3 columns In the first column are elements related to the resource content The second column contains elements related to the intellectual property rights attached to the resource The third column el
223. rs will need to go on learning and acquiring new skills in order to cope Some of this new learning may be as a result of formal courses but mostly it will be because of informal learning such as learning from colleagues using a search engine such as Google to find information on the web joining chats and bulletin boards and so on The chances are they will also be in volved in helping others learn in and out of the workplace Managed Learning Environments are not terribly useful in this context Personal Leaning Environments on the other hand can grow and change with the individual Changing ideas about knowledge Traditionally knowledge has been conceived of something possessed by experts The formal education curriculum is based on the idea that learning can be neatly and conveniently divided into subject areas that in turn are based on traditional university disciplines The people who have the knowledge the teachers are accorded higher status than those that do not the learners and although all good teachers maintain that they learn a lot from their pupils the passage of information is conceived as being one way There are designated places schools where learning of ficially takes place where learning is tested and which control access to the next stage or level of learning The new technologies have challenged this status quo The explosion of freely available sources of information has increased the range of knowledge avai
224. s a medium This is hardly a precise definition but the term is so widely used that it has been refined and re defined by different groups of users in different contexts to suit their own purpose It is a much broader concept than the Computer Based Training or Computer Aided Instruction which first appeared in the 1980s and more all embracing than On line Learning which appeared a decade later with the growth of the World Wide Web and refers to web based learning The last ten years has spawned a huge range of related terms on line learning web based learning technology based training technology enhanced learning the list is endless The purists insist there are important distinctions between them and this may be the case In practice a lot of people use the terms interchangeably and still manage to communicate with each other perfectly well so don t worry about it A fuller and more precise explanation of some of the terms can be found elsewhere in the book Although much e learning goes on in the absence of a teacher or when the teacher is separated geographically from the learners Distance Learning this book focuses on the role of the classroom teacher and how they can use technology to supplement or complement their face to face teaching Although some schools have pupils following on line programmes we are also assuming that most classroom teachers having mastered the basics will want to mix traditional teaching methods with
225. s and darken over highlighted areas There will also be colour filters you can use to tint the image Sharpen reduce noise sharpening crisps up the picture and improves definition It is almost always worth do ing this if you want to publish the image on the web but go easy on portraits especially of women and children as it can produce an unflatteringly harsh effect Reducing noise has the opposite effect Image editing software will have all the above capabilities but will have additional tools to allow you to create graphic images pictures Typically there will be tools you can use to e draw shapes e paint with brushes spray cans pen and ink etc e make topological transformations such as flipping rotating shearing enlarging stretching etc e select particular elements of your photograph by cutting out shapes or selecting for example objects in the fore ground or parts of the image with similar colours e add text e adjust the colours e enhance photographs e add renders and filters to create artistic effects e create and manage layers We are not proposing to go into these in detail as this is moving into the realms of graphic art rather than basic tech niques for classroom teachers Step 4 Saving for the web Before you save the image you can test the quality and the relation between size in kb and resolution In the follow ing pictures you will see different qualities The original cropped image
226. s and to manage learners by keeping track of their progress and their performance across a range of learning activities Learning Object In the broadest sense Learning Objects are a set of resources or materials created to support a given teaching and learning context and which can be reused and potentially repurposed So a Learning Object could be a book or a handout or a game or flashcards or a podcast or a video However when we talk about Learning Objects we generally mean digital Learning Objects such as videos podcasts digital stories and cartoons web pag es blogs and wikis Sometimes Learning Objects is abbreviated to LO when the digital is usually implied some times to DLO to make it explicit that it is a digital learning object A learning object is not just a thing but a new way of conceptualising the learning process rather than the tradi tional several hour chunk they provide smaller self contained re usable units of learning LOM e Acronym for Learning Object Metadata a metadata model coded in XML which is used to describe a learning object or other digital resources used to support learning Lossy e Refers to data compression methods where there is literally some loss of data between compressing data and then decompressing it The retrieved data may be a bit different from the original but it is close enough to be useful Lossy compression is most commonly used to compress multimedia da
227. s been produced by the TACCLE project partners in six different European countries The TACCLE project is part funded by the European Commission s Comenius programme Its aim is to train teachers to create e learning materials and raise their awareness of e learning in general in order to establish a culture of innovation in the schools in which they work It has been written by teachers for teachers and caters for those with only basic computer skills and limited technical support Of course it might seem a little strange and old fashioned producing a printed handbook about the use of new technologies But as Jenny Hughes says in her introduction to the handbook we felt that the very teachers for whom this book is written are probably in the group least likely to use or feel confident about using web based ma terials A book is comfortable and familiar and that is exactly how we would like teachers to feel about e learning Although the handbook is geared to the needs of the classroom teacher teacher trainers ICT support staff and re source centre staff may find it useful too It provides both practical support for teachers who want a hands on expe rience and help and information for teachers who just want to find out about e learning Technologies are changing very fast When we originally applied for a grant from the European Commission we an ticipated the main focus of the handbook would be the use of Learning Management Systems syste
228. s love seeing the pictures they have chosen in a presentation Alternatively ask pupils to find pictures to illustrate what you have told them in a lesson as a homework project If they are submitting essentially text based homework encourage them to include pictures as well Keep a digital camera in the class all the time and encourage the pupils to use it for recording activities work in progress finished work wall displays and so on Publish these using flickr Remember you should NOT put photo graphs of children in the public domain unless you seek parental permission so you need to set up a private group However sharing photographs they have taken of their work and their achievements on a public site makes a good resource for other teachers Remember what seems really boring for you might be exactly what a teacher in another country might want to show their pupils about schools in your country Experiment with a bit of synesthesia linking sensory input into one sense with another sense for example finding pictures to illustrate music or vice versa You could use Voicethread for this Or ask pupils to find pictures that illus trate abstract concepts such as trust or prejudice and use them to start a discussion Or keep a class photo blog and publish it ASSIGNMENTS e Set yourself up a flickr account or an account on another photo sharing site e Watch the creative commons video at http search creativecommons org
229. s of LMS LCMS You can choose between dozens of Learning Management Systems some are free some are commercial software you have to pay for Perhaps the best known of the proprietary software and the most extended was called WebCT This was soft ware developed by the University of British Columbia in Canada Recently this merged with the other big player Blackboard As a result the software is now called Blackboard Academic Suite but most people still refer to it as simply Blackboard Many higher education establishments use this system and if you make a point of talking to a newly qualified teacher or a student teacher on placement in your school they will probably be familiar with it as they may well have used it at university We are more interested in open source software and we have listed below some of the most widely used Each one has different strengths and weaknesses Ilias Ilias is one of the most complete and powerful LMS that exists in the free software world At first glance may it may seem a little complicated and it is quite different from its competitors However once you get used to it you will find it is very flexible and you have a lot of control over how you use and integrate the tools it provides Moodle Moodle originated in Australia and grew out of a social constructivist perspective on education an approach based on the idea that both learners and teachers are equal partners in education and each has a unique
230. s question This book is for you if You are interested in e learning or think you should be You are increasingly feeling that much of the stuff you are reading and hearing about e learning is way beyond or dinary teachers like you You are computer literate but not a computer expert That is you can happily use word processing software email or the occasional spreadsheet but not a lot more You would like to be a bit more creative than producing the occasional Powerpoint presentation You do NOT need to be an IT specialist Having said that we are very conscious that levels of knowledge will vary enormously as will exposure to the tech nology We have tried to explain every term we use as it is introduced so some of the sections may be more about knowing than doing They provide a useful reference but you can easily skip these chapters and move onto more practical things Because this book is intended as a handbook to dip into rather than a book to be read from cover to cover the chap ters need to stand alone and be complete in themselves This is another reason why we have tried to explain briefly the basic concepts as we go along However further chapters may explore these ideas in more detail either because we think they are particularly important or because we are aware that some teachers may need a fuller explanation This has led to some inevitable duplication but at the same time makes it easier to loc
231. sage even if a different technology is being used Two and a half billion users make SMS the most widely used data transfer application Social Bookmarking Software e Application that enables you to bookmark online resources web pages and share them with others e g del icio us Bookmarks are stored externally on the web and tagged with keywords unlike your browser s bookmarking function which stores bookmarks on your own computer in folders This means bookmarks are a way for users sharing similar interests to pool web resources and can be accessed from any computer Social Networking Application e Synonym for Social Software Social Software e Web based applications that allow users to interact and share data with other users and publish their own content Many of these applications have common characteristics like open APIs service oriented design and the ability to upload data and media Popular examples are Facebook YouTube eBay and Amazon Sourceforge e SourceForge is a web based source code repository which acts as a centralized location for software developers to control and manage open source software development free of charge There are others such as GNU Savannah and JavaForge etc Spam spammers e The unsolicited bulk messaging on communication media The most commonly encountered is e mail spam but also a problem in Usenet newsgroups search engines blogs and wikis online advertising and bulletin boards Increas
232. side the education sector There are over 300 million PowerPoint users in the world who do 30 million pres entations every day Many of them are happy to share their presentations with others This represents an invaluable resource for teachers and for students A wide range of software applications exist which allow this to happen Some of them are purely for sharing presentations you have already created using for example Windows PowerPoint or Mac Keynote These include SlideShare and SlideBurner Others such as mMPOWER allow you to create a new presentation from scratch as well as sharing your presentation with users worldwide or publishing it to the web Some are free to users such as SlideShare others are free initially but have a subscription system once you have used over a certain amount of space e g SlideBurner Still others like PPTExchange not only enable users to store presentations but act as a market place where PowerPoint presentations can be bought sold or traded Some like authorSTREAM produce a lite version which is free but charge for the full version They all work in more or less the same way HOW THEY WORK On the free sites anyone can access the presentations that have been uploaded Presentations can be searched by author topic or title in the normal way Some of these are watch only others can be downloaded depending on the author s preference Presentations by the same author and related presentations
233. simplest you can just play a podcast to your class on a relevant topic Or you can create your own podcast Even more fun is to get your students creating their own content and sharing it with others GETTING STARTED WITH A PODCAST It is easier to start by concentrating on audio podcasts This is what you will need e Hardware PC or Mac computer a microphone a soundcard e Software Audacity plus LAME mp3 encoder or Garage Band if you use a Mac e Some content speech sound music e Avehicle for publication A LMS weblog or Podcatcher How to produce an audio podcast using Audacity The production of an audio podcast is very simple First find the Audacity web site and download Audacity onto your TACCLE handbook computer As with a lot of software you may get 2 choices choose the older stable version rather than the more developed but flakier beta version unless you are an expert There are alternatives such as QuickTime Pro but we recommend Audacity as it is easy and costs nothing You will also need to download some software which will enable you to encode your podcast in a file format that you and others can listen to on a computer or i Pod or other mp3 player after you have made it Install this on your com puter anywhere you like but remember where it is you will need to know this later We recommend the LAME mp3 encoder which is open source developed for educational use and available free from Sourceforge However
234. sing the finished video podcast After you have made your video it will need to be compressed into a file format that can be played as we used the LAME encoder for audio podcasts However it is actually easier with video If you have a MAC you can compress and export your video using iMovie HD6 simply by clicking the following FILE gt Export gt iPod Share It s as easy as that the software automatically converts the file and shares it on iTunes For PC users you can also use QuickTime Pro Again simply click Export gt Using Quick Time Conversion The resulting m4v file is the one you will upload to your web server Tagging your video podcast Describe or tag your video This is very important as all the information you supply will be the basis of searching for it later on This is how your movie can be found If you re using the latest iMovie version all you need to do is drag the file onto iTunes and click the Info Tab Then enter the necessary information You can also change the filename For PC users create an XML document or follow the instructions on your software Publication and storage of podcasts Once you have made your podcast you will want to share it with others You can publish the podcasts by using Websites a Learning Management System Weblogs RSS Feeds Podcatchers iTunes Podcatcher Podcatcher or Podcast Clients are programmes to download play and subscribe to podcasts Most of them can sync wit
235. sion of the voicethread Paste this HTML code into the Wikispace widget 6 Change your voicethread to public if you want others to comment on the project 7 Copy a direct link to the voicethread page Save the Wikispace page CO We can now view the examples on the Wikispace page or we can choose the link and go directly to voicethread If you want to add a comment to a project make sure your correct identity is selected before you add a text audio or webcam message USING VOICETHREADS IN THE CLASSROOM Fact most all pupils will like using voicethreads They are easy fun and after Facebook MSN Skype YouTube phone texting and the rest the basic ideas are very familiar The novelty is having them all together in one place and actually being allowed to use them in school Voicethread is engaging Let s face it sometimes working with digital partners can be pretty boring After all email and discussion boards are nothing more than written text Voicethread gives users something interesting to talk about pictures What is more being able to actually hear one another makes digital communication through voicethread much more personal Voicethread is perfect for communicating and collaborating across countries or continents as it is asynchronous That means users can work on and enjoy voicethread presentations and conversations at any time even if their part ners are sleeping a million miles away More
236. ssroom teachers or contribute much to practice Similarly there is little agreement around the use of terms such as e learning methods e learning methodologies types of e learning sorts of e learning e learning techniques and so on Use whichever you like and don t worry about it 1 L8r LOL ur w8 ROFL ask your students what these mean TACCLE handbook ASSIGNMENTS e Make a list of all the different communication technologies you use in a typical week don t forget the telephone and the face to face chats to friends e Think back over the last month and write one example of something you have learned using each one you use e Remember students you teach are probably using all of these for learning Think of one way in which you could capitalise on this TACCLE handbo CHAPTER 14 THE ROLE OF THE TEACHER IN E LEARNING LEARNING OBJECTIVES By the end of this chapter you should be able to e Discuss the impact that e technologies have had on the teacher s role e Describe the different roles that teachers play in e learning and how these differ from the roles the teacher plays in face to face learning e List some of the new skills and competences that teachers need DIFFERENCES AND SIMILARITIES The role of a teacher in a school has changed enormously over the last decade and most teachers have embraced the changes There has been a move away from didactic teaching to more interactive m
237. t Strong communities have been forged on line since the early days of USENET way before the range of social soft ware we use today was available However nowadays virtual communities depend primarily on the use of Web 2 0 technologies and have been described as Community 2 0 or society 2 0 Most all of them depend on the use of com binations of social software including text based chat rooms voice forums video text and avatars Dedicated soft ware tools abound to create and nurture these communities including Yahoo Groups Google Groups LISTSERV and Microsoft Sharepoint Virtual communities depend upon social interaction and exchange between users online There is an unwritten so cial contract between community members based on reciprocity Howard Rheingold claims that virtual communi ties form when people carry on public discussions long enough with sufficient human feeling to form webs of per sonal relationships This is debatable The existence of a virtual or online community does not necessarily mean that there is a strong bond among the members For example an email distribution list may have hundreds of members and the communication that takes place may be merely informational e g questions and answers are posted but members may remain relative strangers and the membership turnover rate is likely to be high However this is a very liberal use of the term community LEVELS OF INTERACTION Author Amy Jo Kim points o
238. t join groups and social ize with people They can use 3 D modelling tools and scripting language to build objects and add functionality to them In SL there is a virtual currency and land and other commodi ties can be bought and sold Live broadcasting Very new technology that enables live interac tive video broadcasting to a global audience us ing just a camera and internet connection Web authoring Although blogging tools let you create a web Nvu page easily web authoring tools let you play around with the structure and appearance On line meeting You can connect people at a distance to an audio Yugma or video meeting from your computer You can also use Skype or telephone to connect them Enables people to talk see use a whiteboard and annotate or share files EVERYDAY APPLICATIONS YOU WILL PROBABLY BE FAMILIAR WITH Web browser plus extensions This is an essential tool and probably the basis Firefox of everything you do Browsers like Firefox have 7 Safari hundreds of extensions which provide an enor Internet Explorer mous range of functionality Instant messenger and voice call Provides a way of text messaging online con 7 Skype tacts using your computer It also also allows you to send files and set up group chats and calls and gives you free computer to computer audio and video calls There are low charges to make calls to landlines On line calendar Using an online cal
239. t interoperate with each other regardless of developer or learning management system Durability Units of instruction that withstand ever evolving delivery and presentation technologies without becoming unusable Accessibility Learning content that is available anywhere anytime learning content that can be discovered and reused across networks In order to achieve this ideal we need a system that sets out some standards SCORM Standards Learning Objects as we said earlier come in a wide variety of sizes formats file types and media Above all they must be reusable and capable of working together and must be able to be stored and retrieved from a Learning Content Management system To make this possible a set of standards were agreed Shareable Content Object Reference Model SCORM is a collection of standards and specifications for web based e learn ing It defines communications between client side content and a host system called the run time environment commonly a function of a learning management system It also specifies how content can be packaged into a transferable ZIP file ASSIGNMENT Think about the idea behind of a learning object e How could you use DLO in your teaching subject e How would you describe a learning object to your students Resources and reference material 21st century Learning Objects overview http knowmansland com odl DAHL amp NYGAARD Simula an Algol based Simulation Language Communi
240. t open it click any song you want and choose information HOW TO PUBLISH LEARNING OBJECTS TO A WEBLOG Posts and images If you have logged in to your blog write a new post by simply clicking Write After you have finished it you can also add tags and categories to your blog posts to provide better search results If you want to add an image choose Add an Image You can choose whether you want to upload a file or just give the URL of your image After you have uploaded it you will see a set of field headings for you to describe your image If you have already added metadata it will automatically be included TACCLE handbook Gi Don t forget to give an alternative text see Caption which describes the content of the image Visually impaired people when using a screen reader cannot see the image but can read the alternate text It also makes it easier for search engines to capture the content of your website There is a video tutorial screencast of how to publish an image in WordPress at http fag wordpress com 2006 07 16 how do i upload pictures Audiofiles Most blogware has the facility to upload audio files in mp3format The only thing you have to consider is that you have to upload an mp3 to a server and then use the correct syntax such as audio www via media at TACCLE audio_podcast_test mp3 You just have to write this in your post After saving it you should see the following player gd p
241. t to each item Adding this information is optional but strongly encouraged SS Ku wi bt bas a e ee d P AER ei Wa nde i Ee gen 5 a es i ts D Hber eer h per S tz ege ga E P sm gesat e Fast B n ban ER P rer ssa Whether you fill in any of the optional fields or not you must then press the Select a License button at the bottom of the section Step 5 Mere is the Heepse zumatse cha When you press the Select a License button you will get a screen that tee P ss looks much like the one on the right The licence that appears will depend m ER n on the choices you made previously You will always receive several dif ferent licence logos each of which can be used to mark your work You should use whichever logo you prefer Note that two of the logos the first and third contain visual cues about the specific license you chose where as one logo the middle one does not By clicking on the radio button un der a logo the HTML code shown under the heading What to do next will change to reflect your choice Step 6 Once you have selected a licence steps 1 5 you need to take some spe cific actions which will depend on the format e g web page video or PDF of the work you are licensing and whether you are publishing on the web or offline teny mem Fein Bot eee tte For web based publications You should add licensing information to the web page where you have published your material
242. ta audio video still images espe cially in applications such as streaming media and internet telephony By contrast lossless compression is needed for text files or they would be unreadable TACCLE handbook Mark up language e A markup language is a set of annotations to text that describe how it is to be structured laid out or formatted The expression was originally used to refer to the set of symbols that proof readers used to give formatting instructions or mark corrections in a manuscript for the printer s typesetter Now days they are sets of instructions which can be interpreted by the computer showing how a particular web page is to be set up and formatted A well known example of a markup language is HyperText Markup Language HTML one of the protocols of the World Wide Web Interestingly it still uses many of the markup conventions used in the publishing industry to communicate between authors editors and printers Mash up A hybrid web application that combines the functions and or the data from two programmes and mixes them together to create a new product For example many developers have taken a web based data set such as the location of hotels visitor attractions and combined that with the interactive maps from Google Maps to create a tourist guide where the locations are flagged on the map The key to creating mash ups has been the use of open API A Mupple is an acronym for Mash Up Personal Learning Environment and t
243. talking to what you are working on and so on STEP BY STEP GETTING STARTED WITH WEBLOGS The blogosphere is constantly increasing and so is the number of weblog applications The following blog ware is probably the most common e WordPress e Blogger e Serendipity e TypePad e MovableType Which one you use is a matter of taste We use WordPress it is open source free and this is the example that is used on the training course TACCLE handbook Signing up for a blog Before you can start blogging you need to have the software in place There are two ways of doing this either you can have a version where the software is actually held on the software company s own site and you access it on line from your computer or you can download the software onto your computer and run it off your own web server Using blog software on a web site This is the easier way for beginners Just Google one of the blog software sites and go and register for an account by clicking on the Sign Up Now button Then just follow the instructions The main advantage is that it s free and you don t have to take care of the setup upgrades backup etc However you won t be able to change the software for example by uploading plug ins or changing the code Using blog software on your own computer The other possibility is to go to one of the blog software sites and download the blog tool to your computer from a download link on the site th
244. tem or the software Pre Production Phase Storyboarding Make a script of your content a draft on a paper can save a lot of time in the production process and bear in mind the length of the podcast Keep the key messages clear and simple Storyboarding is the process of producing sketches of the shots of your script The end result looks like a comic book of your film It helps you think about how your film is going to look Choose the media e g video audio text stills that will convey your message Arrange the content files where you can find them easily preferably in one folder Production Content Create or import the content elements video audio text stills in your storyboard When taking your shots bear in mind your target media for many students this will be an iPod or mobile phone The small screen will not be able to display too many details so it is a good idea to get close when shooting Do not use the wide screen mode but use the standard mode instead Optimize bandwidth and battery power by shoot ing several short segments instead of one full length film Small screen viewing will not show text clearly unless they are large enough Also bear in mind that fast motion and high contrast will not show very clearly on the small screen Look at examples of other video podcasts designed for educational use on You Tube There are many interesting and simple techniques Experiment with simple animation using stick me
245. the community content or discussion Occasionally goes onto YouTube com to check out a video that someone has directed them to Inbound Novice User just begins to engage with the community Starts to provide content Tentatively interacts in a few discussions The user comments on other user s videos Potentially posts a video of their own Insider Regular User consistently adds to the community discussion and content Interacts with other users Regularly posts videos either videos they have found or made themselves Makes a concerted effort to comment and rate other users videos Boundary Leader User recognized as a veteran participant Connects with regulars to generate new ideas or higher level conceptual discussion Community confers status by giving greater weight to their opinion The user becomes recognised as a contributor to watch Sometimes their videos are meta level podcasts commenting on the state of YouTube and its community The user would not consider watching another user s videos without commenting on them Will often correct a user s behaviour in the community if they consider it inappropriate Will reference other user s videos in their comments as a way to cross link content Outbound Elder Leaves the community for a variety of reasons Interests have changed Community opinion has moved in a direction that they no longer agree with Lack of time User has a new job that takes up too much time to maintain
246. theoretical model and reinforce key messages e support the learning process for example a picture to stimulate discussion e set the mood or atmosphere of the learning environment for example a cartoon or iconic image e record the learning process and the learning outcomes e provide variety of sensory input to cater for different learning styles or alleviate boredom If an image does not support one of the above it is probably better to leave it out Pictures need to be relevant and functional They can either elaborate or illustrate other information such as using a visual metaphor of a network to explain the idea of an online community Or they can be used to reduce the amount of other information needed such as a diagram or map one picture is worth a thousand words etc SOURCE MATERIAL You can find most of the pictures and graphics you want on the web A lot of them can be downloaded free of charge or you can produce a screenshot However always acknowledge the creators as you would with written text and let your audience know where you have found your images There are more details about copyright and copy left in a later chapter Alternatively you can produce your own images using digital cameras or mobile phones or get your students to pro duce them HOW TO PRODUCE AN IMAGE FOR USE ON THE WEB Many software applications for example most blog software takes your photograph and loads it directly onto the web without your havi
247. three lines of display font but keep the line length very short e Keep the font size one size bigger than you think you need Colours e Choose your colours carefully black against white is hard on the eyes after a while Experiment with dark gray instead of black or pastel colours instead of white e Reversed lettering i e light lettering on a dark background can create high impact and grab attention but is diffi cult to read in small font sizes and impossible to read for a long time e Leave lots of white space around text e Highlight important text using bold or different colours but make sure readers don t think it is a hypertext link if it is not Text e Break up lengthy narratives into logical chunks and provide links between them if necessary next gt or hypertext e If a screen has only unbroken text keep it short and focused use next gt and another page rather than filling the screen e Use shorter paragraphs than you would normally use e Make sure there is a logical connection text and pictures e If you are wrapping text around images avoid clutter and discontinuity that is keep the text coherent never break a sentence preferably never break a paragraph e Avoid animations such as blinking text they are distracting e Put some thought into the names of your links dont let them distract the reader Style and Layout e When you move to a new page keep the same basic design and structure e Format your
248. tive acts that are stored would be inaccessible think about books stored in remote libraries that no one has access to Publishing personal content on the web means that content traditionally considered private is now in a networked 1 BOYD D 2007 Why Youth Heart Social Network Sites The Role of Networked Publics in Teenage Social Life in MacArthur Foundation Series on Digital Learning Youth Identity and Digital Media Volume BUCKINGHAM D Ed Cambridge MA MIT Press p 119 142 TACCLE handbook OI public space What is even more interesting is that this shift to self exposure was completely spontaneous and the free choice of a wide range of internet users Modernist approaches usually interpret self exposure as a form of narcissism or as the desire to see ourselves reflected in the mirror of the media a phenomenon epitomised by the desire of some people to appear on reality TV shows However it seems pretty clear that a deep understanding of why individuals are motivated to share their private lives requires a far more complex approach than this According to some authors one of the reasons for self exposure is the users lack of knowledge about the audience who may access web content A generation of teenagers is growing up in a social environment where the internet computers and mobile technolo gies are part of the fabric of their life while at the same time no previous generations can teach them the risks and pot
249. to write that email knowledge of the common abbreviations emoticons and Material is permanently available and often capable of being converted to other formats Asynchronous learning requires a great deal of self dis cipline and self motivation No one tells you to get start ed after you get home tired and hungry Learning material can be reviewed as many times as needed Learners have enough time to consult addition al resources Interventions can include longer more detailed respons es and can be better thought out reflection i As we said earlier many courses or structured learning opportunities will combine synchronous and asynchronous elements in order to get the best of both methodologies Conversely either may be stand alone or combined with face to face teaching as blended learning We are rather labouring the point but there are many different ways to classify or group types of e learning We could categorise them by degree of student autonomy by level of interaction by the nature of the teacher intervention ac cording to whether they use on line technologies or not and so on A few hours research will uncover at least a dozen categorisation systems Some of these are mathematically elegant some are clumsy some are sophisticated some are inconsistent About the only thing they have in common is that whilst they may be fascinating for researchers none of them seem terribly useful to cla
250. track you want to modify and drag the cursor up or down You can also re sequence tracks and move things around using the Time Shift tool a two way horizontal arrow When you have finished your podcast you can export it as an mp3 file by clicking File Export As Mp3 When you do this you will be asked for the location of the LAME mp3 Encoder on your computer After specifying the correct path you will be asked for the D3 tags This is just a description of your podcast so that others can locate it So write a description of your podcast and click OK When you save your podcast you will need to remember where you saved it so you can upload it later Mac users and iLife If you are a Mac user with MAC OS X the easiest way to produce and publish a podcast is to use the programmes of the iLife Suite which you will find already installed in the applications folder You can record and manage an audio podcast with Mac GarageBand included in iLife instead of Audacity It has a better user interface and lots of sam ples to create your own soundtrack For the video podcast see below you will need the programme iMovie also contained in the iLife Suite The advan tage of the iLife Suite is that each programme is compatible with the others For example you can easily send the final podcast from iMovie to iWeb to publish it on the net How to produce a Video Podcast A video podcast has visual information like animated text graphics or
251. tution ALearning Management System is easy to understand concrete and tangible whereas the idea of Personal Learning Environments may be more conceptual representing a particular philosophy or pedagogical approach Neither ap proach is right or wrong both have their advocates The Personal Learning Environment approach is probably newer but less well developed and harder to grasp It is difficult to predict whether one or the other will become dominant or replace the other It is more likely that they will co exist for the foreseeable future TACCLE handbook CHAPTER 18 LEARNING MANAGEMENT SYSTEMS TS LEARNING OBJECTIVES By the end of this chapter you should be able to e Define what we mean by a Learning Management System and a Learning Content Management System and dis tinguish between them e Describe the main features of both e Give some examples of each WHAT IS A LEARNING ENVIRONMENT A learning environment is simply the place that learning takes place In e learning it is used to refer to particular software systems that institutions such as schools colleges and universities use to create a shared virtual space for learning Software systems that support teaching and learning are often called Virtual Learning Environments VLE More re cently the term Learning Content Management System LCMS has been used instead to distinguish them from other software systems which focus on the management of the learning and are called Ma
252. tware such as del icio us gives you options for viewing and sorting the tags You can view them as a list or as a tag cloud this just means that the most frequently occurring tags appear as proportionately bigger text You can choose to arrange your list of tags alphabetically or by the frequency that they occur You can then choose whether you want to share each bookmark with others The bookmarks may be public or pri vate or typically may restrict access to a group of users So for example a group of biology teachers in the school could pool the sites they found useful THE RANGE OF TOOLS There are a number of social software tools in existence Most allow you to import and export bookmarks from the web some do not Others enable users to add comments or ratings to the bookmarks according to how useful they believe they are or to email bookmarks directly to other people Most are free some you have to pay for Some sites cater for particular sectors or interests such as the business and commercial sector TACCLE handbook One of the most popular general sites is del icio us It is free easy to use and this is the one we recommend you start with Just Google it and download it onto your computer Others include Simpy and Ma gnolia We also like Diigo which lets you highlight any part of a webpage and attach sticky notes to specific highlights or to a whole page Diigo stands for Digest of Internet Information Groups and Other
253. udience In a networked mediated space those three properties are intensified together with a fourth property searchability PERMANENCE REPLICABILITY AND SEARCHABILITY Permanence refers to the stability in time and space of a communicative act When mediated communication shifts from being an ephemeral event to being persistent in time Replicability is a typical characteristic of the post Gutenburg technologies and can be defined as the capacity to reproduce a communicative act easily and in sucha way that it is not possible to distinguish it anymore from the original For example the printing press made it possi ble to create an indefinite number of identical copies of a book There was no original and no copies every book was both When the contents become digital and copy paste technologies become common replicability was enhanced still further Thus the participants in a mediated communicative act as we have already argued are invisible In the vast majority of cases producer and consumers do not know each other and this reciprocal form of opaqueness is a dis tinctive property of mediated interactions Searchability Last but not least searchability is a specific property of network mediated spaces It is based on the availability of tools designed to index and search the contents of this persistent replicable space populated by an invisible audi ence Without a search tool the enormous quantity of communica
254. using a fairly up to date version of Windows or a Mac you will find that you have a basic image editing facil ity on your machine If you have a PC look for Paint on a Mac use I Photo Both these programmes allow you to import images in jpeg gif or png and swap formats before you export them You simply select a picture click on edit and use the buttons to crop photos blur defects deal with red eye apply a number of special effects adjust colour intensity tone temperature brightness sharpness or softness exposure and so on Having selected the file format you want to export your images in you can then adjust the resolution You have a menu option which allow you to export directly to the web and a further range of options which allows you to set pa rameters for the web image Many people start off with these applications before progressing to more sophisticated software with additional functionality Other teachers find them perfectly adequate for most of their needs and don t bother Adobe Adobe s Photoshop software is generally seen as the best commercial image processing software on the market The cost is high and it is targeted at professional designers and graphic artists A light version which is easier to use is Photoshop Elements It has the most useful features of Photoshop and is much cheaper than the profes sional version GIMP GIMP is an abbreviation for GNU Image Manipulation Program It is free and a go
255. ut a potential difference between structured online communities such as message boards or chat rooms and more individually centred bottom up tools such as blogs instant messaging and buddy lists and suggests the latter are gaining in popularity Just like traditional social groups or clubs virtual communi ties often divide into cliques or even separate to form new communities In almost all virtual communities there are clear patterns of participation and different levels of interaction by the members This ranges from adding comments or tags to a blog or message board post to competing against other people in online video games It is an emerging rule of thumb that if you get a group of 100 people online then one will create content 10 will inter act with it commenting or offering improvements and the other 89 will just view it 1 RHEINGOLD H The virtual community Homesteading on the electronic frontier Reading USA Addison Wesley Pub Co 1993 2 WHITE D 2007 Results of the Online Tool Use Survey undertaken by the JISC funded SPIRE project WWW Roloter http www rolotec ch blog archives survey summary pdf pdf rapport 25 05 09 TACCLE handbook OS Amy Jo Kim suggests there is a membership life cycle for online communities Members begin their life in a com munity as visitors or lurkers Listening watching and consuming but not directly adding content Then there is a breakthrough and people start participat
256. ve a bookmark feature in their menu that allows users to save catalogue and manage their favourite web addresses on their own computer See also social bookmarking Bookmarking e Process of storing the addresses of online resources websites on your personal browser Browser e Software installed on your computer that enables you to access and navigate the World Wide Web e g Firefox Internet Explorer Safari Mozilla Buffer elt data is being streamed the computer receiving the data must be able to collect it at a steady speed and send it to the application that is processing it and converting it to sound or pictures This means that if the receiv ing computer receives the data more quickly than required it needs to save the excess data in a buffer If the data doesn t come quickly enough however the presentation of the data will not be smooth When you open a streamed audio or video file you will see a thick line underneath the picture or audio advancing from left to right That shows you what the buffer is doing Sometimes it appears to get stuck and you have no picture That means it is buffering and waiting for data Bulletin board e An old technology version of an internet forum Originally this was a computer system to which us ers connected via dial up modems and did not use internet technologies By the late 90 s they had more or less disap peared and been replaced by internet forums and chat rooms However there are still som
257. viding stimulus material before a lesson more fun and often more effective than telling pupils to read a chapter from a text book Searching for Video clips can also be an integral part of a student s background research for a project or assignment Following links is a good first step in learning research techniques If it is a written report then the url of the clips can be included in the bibliography However if students are publishing their reports on the web then they should be encouraged to embed the actual clip We have also found that asking different groups to find clips that support different points of view generates interest ing results and not only adds to the subject content of the lesson but helps students become intelligent users of the web Teachers can also use YouTube clips as an integral part of their lesson Using video has always been a bit of a night mare for teachers moving televisions trolleys and video recorders from one classroom to another recording or buying the tapes finding the right starting point rewinding the tape all this was a huge disincentive Now with a projector connected to your computer as long as you are on line the url for the video clip can be embedded very eas ily in an ordinary PowerPoint presentation use Add Link or in your LMS Even more rewarding students can be encouraged to film their learning using a video camera or mobile phones for example a science experiment or a fi
258. ving to know anything about programming For example there are authoring programmes that allow you to create your own computer games or business presen tations or surveys or learning materials So an authoring tool is a bit like a programme for writing programmes Since the term is fairly general many programmes can be considered authoring tools including web editors Flash and PowerPoint as well as authoring software created specifically for e learning You may have already come across some authoring software designed for teachers For example there are pro grammes for creating tests that allow you to choose the question type calculate the individual pupil s score and ag gregate class data If you are creating e learning material authoring tools are very useful They enable you to add features and functionality to your material such as graphics interactivity animation feedback loops and so on This enables teachers and academics to produce and publish professional looking web content easily and quickly concentrating on structure form and pedagogy instead of learning about code TYPES OF AUTHORING SOFTWARE There is an awful lot of authoring software out there much of it geared towards creating e learning content and an awful lot of it is rather bad good authoring software is a real challenge for software developers Some of the pro grammes that are easy to use produce disappointing results Conversely the ones that give you a re
259. ware to make it work can be either be an application downloaded on each person s computer or a web based application where the attendees will simply enter a URL website address to enter the conference Web Crawler e A programme that automatically browses the World Wide Web for new links new content and changes in order to keep search engine results up to date Also known as a Web spider or Web robot Web master also web architect web developer site author website administrator e Someone who manages or administers a website The responsibilities of a webmaster will vary from simply monitoring the traffic editing or deleting spam answering comments and updating content to the complete design development and maintenance of the site ensuring that the webserver and the software is working These people will need to be experts in using HTML and scripting languages and may also need to configure web servers Web page e Document or resource designed for the World Wide Web which can be accessed through a browser and viewed on a computer screen It is usually written in HTML Web pages are linked to each other by hyperlinks Web pages can either be static or dynamic i e the pages can either be permanent files stored on a web server or the server can construct the HTML for whatever page is requested by the browser as it is requested Some web pages are restricted others are freely accessible to everyone via the World Wide Web Web Server e Computer
260. why each of them is useful in different situations e Make a comment on someone else s blog e Start your own blog and familiarise yourself with posts pages blog roll links comments etc e Try to use a blog with your student to discuss the subject of a specific lesson For example write a post and let your student make comments about it Resources and reference material Blogger www blogger com start Blogs in Education Instructional Technology Center at the University of Houston http awd cl uh edu blog A short video introduction to blogs how they work and why they matter Commoncraft 2007 Blogs in Plain English WWW YouTube LLC www youtube com watch v 0klgLsSxGsU amp eurl http www commoncraft com rss_plain_english 10 03 2009 Resources on using blogs in education EDTECHPOST s d Resources and Examples of the Use Blogs in Education WWW Typepad www edtechpost ca blogtalk_archive default htm 23 06 08 Example of a learning blog CARVIN A s d Learning Now WWW Public Broadcasting Service www pbs org teachers learning now 23 06 09 Google Blog Search www google com blogsearch Installing WordPress for Free http install4free wordpress net Twenty Usability Tips for your Blog JOHNSON T 2007 Twenty Usability Tips for your Blog WWW Wpal http blog web2 com ua wp content uploads twenty usability tips for your blog pdf pdf rapport 10 03 2009 WIKIPEDIA 22 05 09 Blog
261. why repeat it in the filename with IMG The number is none of our business either because no one will search for the 4 820 474th picture you shot The filename should express the content of the image so that it can be accessed more easily and the recipient knows what it is about before opening it For example if you want to name an image containing a chart of a grading key for the second test you could name it gradingkey_test_2 jpg Use the same description for other files with other numbering METADATA We talked in some detail about what metadata is and why it is important in the first section of this book So if you are planning to publish your finished learning object you need know how to add useful metadata so that other people can find and re use it easily There is nothing to stop you adding any tags or keywords that you want if you are planning to use for example social software tools such as Slideshare or You Tube to publish your work As we found out in Chapter 12 this is how folksonomies develop However if you want to ensure that it can be easily located or if it forms part of a bigger collection of indexed work or if it is to be stored and accessed through a VLE in your school or college there are standards which prescribe what sort of metadata you should add and how you should do it More correctly there are several standards Some TACCLE handbook only relate to one industry or sector for example there is a meta
262. will find that the album appears at the side of the screen so that you do not have to keep on importing separate images from wherever they are stored on your computer Set the page layout if you want to import each frame into a slide presentation you will need to use landscape If you want a strip cartoon effect that looks like a real comic landscape is probably best If you are making a strip cartoon choose a template To start with try using one from the Basic range Drag and drop your pictures in Add speech bubbles by dragging and dropping those too Then add text boxes at the top or bot tom for extra information Comic Life also has a range of display fonts which can be stretched or curved to fit your design Use these sparingly As a general rule just use one display font throughout the comic but use it boldly the smaller point sizes are often unreadable Finally go to the library and pick your background colour You can also change the font colour here Those are the basics there are lots more functions for creating other effects as you get more proficient Just check out the library If you are making slides for a Powerpoint presentation you only have to drag and drop the icon for a single box onto the picture board Then stretch the box to fit the landscape frame Create your cartoon then go to the library and re move the black frame Import the whole cartoon into your photo management software Create an al
263. x 480 pixels for the web If you want to change the image size do not forget to enable Constrain Proportions or your image will be distorted Step 2 Basic Settings Choose the colour and resolution settings suitable for either web publishing or using in another application for ex ample Powerpoint or printing To check the resolution of the image you are using look for a button marked resize which is the size of the file in terms of how much memory it chews up NOT the size of the image If the size is more than 72 pixel inch and the final image will be viewed on a computer screen it is too high so change it To check the colour palette click on the button saying colour or mode Select RGB for the web or CMYK for print Most image processing tools will have tools that you can use to adjust the image and correct problems in the original or just to create special effects If you don t want to do this then Click on edit gt enhance or edit gt enhance gt autosmart fix or something similar to correct lighting and colour automatically Step 3 Optimising the image The range of tools will vary according to the sophistication of the software Some of the simplest software is just de signed for manipulating photographs but typically there will be menu options to Straighten use if the horizontal or vertical lines in the picture are out of square Red eye use to blacke
264. y such as dial up DSL cable modem or wireless AOL MSN Hotmail ATT Earthlink Compuserve etc are all examples of ISP s ISP is also called Internet Access Provider or IAP JPEG e An acronym for Joint Photographic Experts Group JPEG is a commonly used method of compression for photographic images The degree of compression can be adjusted so that users can choose the optimum balance of file size and image quality for a particular purpose Keywords e A words used to describe content in a way that others can search for it For example to find a video on YouTube about the attacks on 9 11 you can use the following keywords Al Qaeda World Trade Centre Twin Towers iPod e Portable Media Player designed by Apple in 2001 LCMS e Abbreviation for Learning Content Management System and a synonym for Virtual Learning Environment or VLE An internet based software system designed to support teaching and learning in an educational setting by help ing teachers develop manage and publish content which will typically be delivered through a Learning Management System Managed Learning Environment Learning Environment e A real or virtual place where learning processes take place This can be a classroom or a web based Learning Environment LMS e Abbreviation for Learning Management System and a synonym for Managed Learning Environment or MLE A software tool typically web based which helps to plan and deliver learning event
265. ys of linking together both networks and also the activities and outputs of networks SO WHAT EXACTLY IS A PLE AND WHAT DOES IT LOOK LIKE As you may have realised by now a Personal Learning Environment is not simply a new computer based learning system More fundamentally it represents a change in how we view the use of technology for teaching and learning And a PLE is what it says it is personal The tools we use for our learning may not be the same ones that you use It is a concept rather than a thing and there are as many different PLE as there are learners However although this may be ultimately true for most of us this is not helpful To make the picture a little more concrete we have tried to give you some examples of a PLE It could be a bit of software that provides a way of bringing lots of other tools together under one umbrella and mak ing them accessible through one interface So for example instead of using separate email programmes or book mark sharing programmes or blogs or shared calendars or mind mapping tools an individual could have just one TACCLE handbook interface with whatever tools they wanted built in a sort of e Filofax It could be a set of software tools that takes the programmes and applications we already have and makes them work together and do things they cannot do on their own For those of you who use it think about Skype it brings together a text messaging service a telephone a

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