My RISAL tag cloud (Man Kit)

Individual Assignment: Collection of Resources (Tag Cloud updated by James LI)

Morli3’s Assets Tags

21st century add-in for moodle android apple article asp branch business training classroom cloud computing cms college computer course management system digital doing dragon e-learning ebook education education site efront elearning elearning 2.0 elearning 3.0 element engineer ericsson fun future game guideline hku idea ieee ilife informatics interactive ipod touch javascript lab latest news learn learning learning interchange learning management system lesson link lms microlearning microsoft mlearning mobile model network office open university opensource plan presentation preuniversity product programming purpletrain reference register resource resources science scorm simulation skill slide smartphone social spreadsheet story storytelling student lives system tag teaching technology virtual vocabulary vocational web web 3.0 web-based website wiki

Tag Cloud by Ruby

aalication blog classroom cloud digital distance education field trip flicpchart fun theory game inquiry-based interactive iphone ipod kindergarten language learn learning learning object learning objects lesson lesson plan letter libraries material math mobile multimedia podcast reasource resource share slideshow sodium-potassium pump spell strategy teach teaching teaching tools tech technology text the economist media tutorial video video tutorial virtual voicethread web 2.0 web 3.0 whiteboard word words

My Tag cloud in RISAL (Joe Lee)

Mobile Education

Mobile education make education becomes personal and no distance.

http://www.youtube.com/watch?v=5tEiu_GAUCw

Although the video seems like a advertisement, it dose bring out some ideas of using mobile devise in education.

http://www.youtube.com/watch?v=kM4oOBtLY2c&feature=related


By Joe

American Education Research Association Research Policy (Joe Lee)

Definition of Scientifically Based Research

The following definition of scientifically based research (SBR) was developed by an expert working group convened by the American Educational Research Association (AERA) in June 2008. The SBR definition set forth below was supported by the AERA Council as a framework that offers sound guidance to members of Congress seeking to include such language in legislation. AERA provided this definition in response to congressional staff requests for an SBR definition that was grounded in scientific standards and principles. The request derived from an interest in averting the inconsistencies and at times narrowness of other SBR definitions used in legislation in recent years.



Alternate Definition of Scientifically Based Research (SBR)

Supported by AERA Council, July 11, 2008

I.The term “principles of scientific research” means the use of rigorous, systematic, and objective methodologies to obtain reliable and valid knowledge. Specifically, such research requires:

A.development of a logical, evidence-based chain of reasoning;

B.methods appropriate to the questions posed;

C.observational or experimental designs and instruments that provide reliable and generalizable findings;

D.data and analysis adequate to support findings;

E.explication of procedures and results clearly and in detail, including specification of the population to which the findings can be generalized;

F.adherence to professional norms of peer review;

G.dissemination of findings to contribute to scientific knowledge; and

H.access to data for reanalysis, replication, and the opportunity to build on findings.

II.The examination of causal questions requires experimental designs using random assignment or quasi-experimental or other designs that substantially reduce plausible competing explanations for the obtained results. These include, but are not limited to, longitudinal designs, case control methods, statistical matching, or time series analyses. This standard applies especially to studies evaluating the impacts of policies and programs on educational outcomes.

III.The term “scientifically based research” includes basic research, applied research, and evaluation research in which the rationale, design, and interpretation are developed in accordance with the scientific principles laid out above. The term applies to all mechanisms of federal research support, whether field-initiated or directed.

Social networking sites have educational benefits (Joe Lee)

It talks about social networking in education and it is using caption now:

http://www.youtube.com/watch?v=ZxrlrbP4UNo

Microsoft school of the future (Joe Lee)

When education becomes one of the most profitable field Microsoft step into school.

http://www.youtube.com/watch?v=2Mug66WnoSk&feature=related

Education 2.0 - WiZiQ Free (Joe Lee)

Free virtual classroom. The idea is quite amazing.

http://www.youtube.com/watch?v=_Yty0cPzlcU

Web 2.0 is not the Future of Education (Joe Lee)

As the development of web 2.0 is fast, alot of games and social networking tools affecting our new generation. How can they study in a playground or game centre?

Here is some good points of why web 2.0 is not the futurn of education:
http://www.youtube.com/watch?v=fys5CdRRHxc

Learning 2.0 (Joe Lee)

Learning with web 2.0

http://www.youtube.com/watch?v=-y-s6CQoOIQ&feature=related

Top 10 Reason's to Use a Blog in the Classroom (Joe Lee)

http://www.youtube.com/watch?v=PfJETK3am1M&feature=related

Try to heard what student say!

WIKI and Learner Centered Education (Joe Lee)

Wiki is good for group work. It is because each member has different knowledge. Members can share their knowledge and help each other.

http://www.youtube.com/watch?v=o6NozzcfgVA

Lesson Plans - many many sample (Joe Lee)

Here is many many sample for lesson plans. It may help.

http://www.lessonplanspage.com/LASSCIKeypalsElectronicPenpalsUnit24.htm

The Future of Learning: How Technology is Transforming Public Schools: Lisa Short (Joe Lee)

http://www.youtube.com/watch?v=hKGo9P44saM

This is another interest board. It seems this is a completed product.

Graphviz - mind mapping tools (Joe Lee)

http://www.graphviz.org/

A simple Mind Mapping tools.

Compendium - mind mapping tools (Joe Lee)

http://compendium.open.ac.uk/institute/download/download.htm

It shows how ideas or objects in social science related.

Open Video (Joe Lee)

http://www.open-video.org/

It contains a lot of video. Of course youtube has a lot more than that. But you could search video by category.

Lecture 2 example of a cognitive tool

Think of an example of a cognitive tool used in education you are familiar with. Exchange descriptions and comments of these tools.

Tech4Learning (Joe Lee)

Many creative tools for learning such as Pixie, Frames and Wixie.

http://www.tech4learning.com/

Pics4Learning (Joe Lee)

http://www.pics4learning.com/

It is a picture sharing website for T&L. It is free to download and upload.

Creative Educator (Joe Lee)

http://www.thecreativeeducator.com/stories

It shares alot of teaching ideas. I think is it amazing for teachers.
You can read it by category or as a magazine. It also provides pdf. So that you could download and read it on your mobile devices.

100 tools for digital story telling (Joe Lee)

Alot of good tools here although some of them not working: 100 tools for digital story telling

Digitales - Becomes expert of digital story telling (Joe Lee)

You can becomes a expert of digital story telling: http://www.digitales.us/

This is my comment on http://tametiger2010.blogspot.com (Joe Lee)

Out Experiences
It is very happy to read Jacky's comment. As a system engineer, I feel quite difficult to link with this course. But Jacky lead me to some other direction, so that I could understand those pedagogies and apply them more easily.

Digital Storytelling
Thanks!
I found some links about digital storytelling:
http://digitalstorytelling.coe.uh.edu/index.html http://old.lubbockisd.org/sfirenza/storytelling/
I think for those Higher Education, we could produce it with a series of media to tell the story, such as combine a series of experiment to tell a theory.

Make your own IWB
Wow! It is a great product.
I think it is more applicable if users could write down on the whiteboard from some distance. So that teacher could highlight some point easily. BTW, I do think it is a great step of ITE.

Technology and Learning
Ideas often go prior technology. So lets get more ideas and let teaching and learning becomes more interesting. Cheers!

Combining Visualization and Interactivity
You may check this also:
Presentation. Uzwyshyn, Ray. Multimedia
http://www.asis.org/SIG/SIGVIS/hostedMaterial/uzwyshynMultimediaVisualizationandInteractiveSystems.ppt 2005.

Introduce educational software
The WebOS is very good. I am using it now. It is user friendly. The speed is not too slow.
But I have some concerns when we use it on teaching and learning. We have to depend on the network speed and apps the WebOS provide. I can't waiting if we can use WebOS on teaching and learning although Glide is still in development process.

2010-3-15 (session 6)- Group Activities 3: Research ITE(extension)
I agree with "Digital generation are familiar with most of them in daily life but frequently using them in entertaining way rather than educational way." We may use facebook everyday every hour but we may not use it for learning. And the other problem is could I focus on elearning by using facebook? Just like could I learn in a game centre or playground?

eLearning and Web 2.0
Check the links for some education apps for facebook:
http://www.collegedegree.com/library/college-life/15-facebook-apps-perfect-for-online-education

What do you think about room 321?
Yes, I agree! It seems no big differences of having lessons in other classroom. And it will be better to have some guide for users. Another problem is there is too much layer in a small area. It splits groups like cutting their contact. No enough of notebooks...
However, I like some features of Rm321. The projector and mic on every table makes presnetation much more easier. The screen besides each table allow users to enjoy the presentation or teaching. Actually the room is quite good but not good enough.

how can wiki support teaching and learning
I have used PBworks. I found it is quite user friendly. Teachers could uploaded their materials such as embed links and share some learning objects.
I think PBworks could be easily applied on education. Like just create one folder for each class or subject. Digital generation will like this feature.

News from Youtube this month!
This could be revolutionary.
By using this caption features, Youtube could help alot more on teaching and learning. Especially on those non-english region.

My own Tag Cloud in RISAL (morli3=James LI)

Morli3's asset in risal

21st century    add-in for moodle android apple article asp business training classroom cloud computing cms college computer course management system education education site elearning elearning 2.0 elearning 3.0 engineer ericsson fun future game guideline idea ieee ilife informatics ipod touch javascript latest news learn learning learning interchange learning management system lesson link lms microlearning microsoft mlearning mobile model network office open university opensource plan presentation preuniversity programming purpletrain reference register resource science skill slide smartphone social student lives system tag teaching technology vocabulary vocational web web 3.0 web-based website wiki

My own Tag Cloud in RISAL (O'Neal)

Comments on Never Too Late’s blog

Comments on Never Too Late’s blog:

On ‘Session7: Mobile technology in school or workplace’

Referring to your example about providing automatic feedback using mobile technology, you are absolutely right that it can really help teachers and students save a lot of time. I am just wondering how mobile technology stands apart in this example. It seems that automatic feedback can be done effectively even with non-mobile technology.

On ‘Cases of applying IT in TnL around the world’:

A really great site. Just watched a video about how some schools in the U.S. collaborate with professional communities to organize informal academic and interest groups for students after school (http://www.edutopia.org/citizen-schools-after-school-program-video). Students appear to have their generic skills enhanced. A must see for the EDB which advocates the generic component in the new curriculum.

On ‘Our potential research topic’:

Totally agree with your justification. It seems that a lot of the local primary and secondary schools are only using ICT to enhance staff communication but not teaching and learning.

Two things may be added, including students’ perceptions and learning behaviour, which makes the proposed research more process-oriented. Sometimes what students have gained (e.g. becoming more confident, using more learning strategies) may not be reflected in the learning outcome.

Btw, I am wondering how we should deal with ‘effectiveness’ and ‘efficiency’ in this research. Effectiveness means ‘doing the right thing’, whereas efficiency means ‘doing the thing right’. I think learners may really not do the right thing all the time when using ICT (i.e. not effective / there is off-task behaviour such as not talking about the writing topic but other topics), yet it is possible that it may enhance students’ social presence or sense of belonging and thus eventually make the students even more effective and then more efficient. IT-enhanced learning has been criticized by many as creating a socially-isolated environment and thus reducing learning motivation and hindering knowledge construction. The aforementioned ineffectiveness may actually (and sarcastically) be a possible solution for the problem.

On ‘The main areas of research on and with ITE’:

I think within the domain of ‘with ITE’, there can be two sub-domains, namely ‘for the learners’ and ‘with the learners’

For the learners: how teachers develop IT platforms or IT-related materials for the students and how students use these platforms and materials to enhancing learning (i.e. more teacher-centered)

With the learners: how students explore IT applications and use them to explore knowledge (i.e. more student-directed).

On ‘Google Map with HK Street Views (Chinese Version)’:

Great! I am thinking about how to use Google Map in teaching and learning.

A simple activity in an English grammar lesson can be as follows: students describe what they saw in Google Map in English and practice how to use prepositions of place.

A more complicated activity in an English writing lesson can be as follows: students are real estate agents and asked to write promotion leaflets. They browse Google Map in groups and describe an estate and its surroundings. This is great for those who consider field trips as not a very viable teaching option.

In these two cases, Google Map provides students with an authentic context, which may be highly motivating.

On ‘Introduction to Voice Thread‘:

This is great stuff, but it seems that the free version of voice thread has got some technical limitations, like unstable recording, poor recording quality and being unable to cover original track when making a new one. Not sure whether the first two problems are just due to my network and computer.

On Photo Story 3 - complementary tool to Movie Maker”:

True, Regina. The EDB should allocate more funding to schools to develop / redevelop IT. The school that I worked for a few years ago needed to organize fund-raising events for buying new computers for the students! And the computers for the teaching staff are just good enough for opening IE and a few Microsoft applications and would lag to death when we used video-editing software.

On ‘Digital Storytelling - Movie Maker Trial’:

Right. This is a great software. You can add and modify elements of a video such as subtitles and transition effects within a few simple steps. One of the limitations is that it is not very flexible when adding subtitles (subtitle is a crucial element in educational videos I suppose). For instance, the places that you can put the subtitles are more or less fixed and you cannot retain the subtitle of the previous slide in the current slide.

And you are right, Kui. I believe, however, that the Windows Movie Maker is one of the simplest and most user-friendly video-editing software, as compared with other software like Pinnacle or Adobe Premiere.

On ‘A Learning Object for the 'Scientifically Challenged'’:

Learning object is truly a present for learners. In a learning object, complicated concepts can be visualized and can be acquired by learners in an interactive manner. If Albert Einstein was still alive, I think he would love it, as he had dyslexia and learnt by visualizing things.

But of course, a learning object should be treated as a supplementary learning element. I believe that knowledge should be and can be best constructed via social interaction.

On ‘Limitation of Short-term Memory and Dual Coding’:

Great summary and reflection. Just that I am not sure about your phrase ‘enhance the short-time memory capacity’. It seems that short-term memory has a finite capacity / memory span (i.e. the capacity / memory span cannot be increased). People may improve their short-term memory through chucking (i.e. increasing the size of the items memorized in the short-term memory), but the capacity / memory span is still the same.

It is good to raise the issue of using PowerPoint to deliver verbal and non-verbal information. Some teachers in Hong Kong, however, just use PowerPoint as a kind of ‘electronic blackboard’, that is, they only use PowerPoint to present textual stuff. They may have to be reminded of the benefits of presenting audio-visual information.

Comments on "Fresh" blogger

Comments:

Feb 1 (Session2: Cognitive tool in classroom)
Good finding!
I think cognitive tool should be related to mind mapping plus database.

Feb 1 (Session2: Mind map of learning theory)
I find something on the learning theory as following:

Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.

Cognitivism: Based on the thought process behind the behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.

Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations.

(Schuman, 1996)

http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm

Feb 1 (Session 2: Review on How People Learn: Brain, Mind, Experience, and School)

Your group gives a good book for us! I read "Chapter 3 Learning transfer", I think learning by practice is good for knowledge transfer into the permanent memory. On "Chapter 9 Technologies to support learning", I agree using of new technologies may be not guarantee on effective learning but inappropriate to use technology can create barrier to the learner is absolutely true!

Monday, February 8, 2010
Session 3: Multimedia narratives from Interactive Narratives

It is a good review to remind my memory. The impressive image let me remember the forgettable things. It refreshes my mind.

Tuesday, February 9, 2010
Session 3 Activity: Using Learning object on Teaching and Learning

Both games are come from the primarygames.com. I see this site not only Mathematics can learn by games. Other knowledge such as language, science and social science can learn from this web. Moreover, it can submit your own games. I think it is a good learning object for primary school student.

Wednesday, February 10, 2010
Session 3: Theoretic Issues-Combing Visualization and Interactivity

I agree with the article your group provided “Interactive Modeling and Visualization in Undergraduate Survey Courses” that say Java is a powerful and interactive tool to combine visualization and interactivity. But I think the importance to combine the visualization and interactivity is no need to concern about the tools such as Java or Flash. The main issue to concern should be how to use the tools to integrate the technology become interactive. I think not only image/video/picture (visualization) use, the utilization of sound/voice should add on teaching and learning, which is an effective way for producing interactivity. An interactive learning material should be a combination of audio and visual.

Sunday, February 21, 2010
Session 3: Limitations of Short-term Memory

When I study computer’s architecture, I think the RAM (random access memory) is an example of short-term memory. Otherwise the ROM (read-only memory) is an example of long-term memory inside a computer system. When using this example to comparing to our brain, I think short-term memory is volatile, which is not good for learner. I think the knowledge and skill should be on a long-term memory. It should embed on our mind. The limitation of short-term memory is not permanent that easy to let the learner to forget it.

Tuesday, March 9, 2010
How Blog supports teaching and learning

I think Blog is a communication tool between the teacher and the learner. The teacher can post their teaching material on Blog. The learner can read from the Blog and post their comment. This is one-way learning. But I think the Blog can more than that because it can deliver the knowledge by sharing between teachers and learners. It can distribute the knowledge not only from one teacher. Blog can be an effective ICT tool from many-to-many communication (many tutors versus many students). However, the shortage of Blog is no verification on Blog content. The world has many blogs, some information is correct but some is wrong. Not all the world’s Blog has verified!

Monday, March 15, 2010
Session 6: Solution to an Education issue

On your group’s “Cons” part, I do not agree with you on some points. But this is only my points of view!
First cons: I agree e-learning should be the people have a high motivation on self-learning. However, if the people are low motivation on learning, they can absent of class in traditional learning! Whatever typical learning or e-learning, the interest on learning is most important thing to concern.
Second cons: I think a good developed e-learning system, which should have this checking tool to prevent plagiarism. Moreover, a good e-learning system can embed or link to the outsider tool for checking like Turnitin (http://www.turnitin.com) as well.
Third cons: I think not only drill and practice can perform on e-learning system. The marked assignment with comments or conversation between tutor and student can work on the e-learning platform. It is an interactive ICT between the teacher and the learner. Also, this system can be embedded with many enhanced function such as instant feedback or discussion board.
Fourth cons: I think the effectiveness is a certain thing! One example is the Open University (www.open.ac.uk) (www.ouhk.edu.hk). It is a typical for the e-learning system.
Fifth cons: I do not think only ‘multiple-choice’ or ‘fill in the blanks’ question can work on e-learning platform. I think other assignment or assessment such as writing an essay or answering a short/ long question can occur on it. I know Open University of Hong Kong that the tutor can marked the assignment online for the student. Then the student can get back the marked assignment from the system. The OU student calls it TMA (tutor-marked-assignment) system!

Monday, March 22, 2010
Session 7: Uses of mobile technology in school

On the disadvantage, I do not agree that the handheld with a small screen is unhealthy to the child’s eye. Right now, for example, the typical mobile device OS includes Apple’s IPhone, Nokia’s Symbian, Google’s Android and Microsoft’s WinMobile. These devices have the zoom function and multi-touch sensor can let the user to use the finger script to zoom the screen’s one particular part easily.
I think one bottleneck in the mobile device is the bandwidth nowadays. Because the highest speed is HSUPA plus MIMO (can reach 28Mbps on highest, it can 3.75G mobile network), but the typical speed cannot reach this level. I think this technology barrier can solve by 4G mobile network (LTE).

Sunday, March 28, 2010
Summary of Teaching and Learning with Technology (6024)

Your mind-mapping is good for our reference. But I think besides Web 2.0. I think the terms Cloud-computing and Open-source software will be an essential part of teaching and learning in the near future!

Comments on "4ITGuys" blog

Glogster Sunday, January 31, 2010

REAL said...

I have just signed up and have a try. Quite funny and the cartoon is funny. Also, it is quite user friendly thus students can easy to use. Thanks for posting!

In addition, just think that the product is some kind like a knowledge management pool..e.g. student can put all the things that he learnt in a semester for a specific subjects together and form a poster...
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Digital Story, Saturday, February 27, 2010

REAL said...

A very good storyborad showing application. Thanks.!
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Voki: A free, animated avatar, Tuesday, March 9, 2010

REAL said...

i have tried this tool and believe this tool could arous student's interest, however some modification might needed as the pronounciation is not very accurate.
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Comments on the main areas of research on and with ITE, Monday, March 15, 2010

REAL said...

Just a little opinion..

I think the problem is there are some few people know what is exact meaning of "ICT in Education". Even government, they just think that using techonology in the processing of teaching is enough, however, definitely not! As a result, they just know to input resources because they think if schools have resources, ICT in education can be reach! The main problem is...the concept of "ICT in Educaton" is wrong.!

What is needed are ICT-based pedagogy! If a school is well-equipped with latest hardward and software, but teacher just use Word, PPT, Excel or web. That is meaningless! Policy needs to be changed! I think the first thing should do is ..highly focus in ICT-pedagogy. Try to put it as important as it can. Put it as a major subjects in all PDGE! Even non-IT teacher...then, combining with Government resources, situation maybe better
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Group research topic: How IT infrastrcuture can affect teaching and learning in education, Monday, March 15, 2010

REAL said...

some opinion, IT infrastructure just serve a good sharing tool in that case, while the number of IT tools does not affect the level of involvement.
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Thoughts on the CETL Learning Space, Monday, March 15, 2010

REAL said...

I agree that the room is very good in design. But I think I want to spot out, which is I think the room is only suitable for lectures who fantastic in new technology.

Also, this room has its own teaching pedagogy. Traditionally teaching and learnning is not very desirable in this venue.

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Mobile Learning in Education, Monday, March 22, 2010

REAL said...

really very mobile! also, another advantage is it can be used on iPod, ie. no need to buy a specific device...

Lecture 8 Activity: Feelings on the new IT Classroom

Here are some comments from our group:

- Nice layout
- a bit larger screen for those besides table
- good setting encourage group discussion
- voice will a bit soft
- not necessary for the teacher desk that near the entrance
- 1-2 more PC on each table if neccessary
- learning will be more effective than traditional classrooms if there are collaborative tasks and multimedia presentations

Lecture 7 Activity: m-Learning in School

Our group think that one of the application in the field of mobile learning, can be Interactive Whiteboard (IWB)

What is IWB?
In short, IWB is a technology that, teacher and students both have a handheld tablet in hand. When teaching, teacher can write on his tablet and all the writing can be shown both on the screen and students’ handhelds. Moreover, student can also ask his question by writing it on the handheld and teacher can just switch the control to his handheld to see what his question is. Additionally, students can save the screen that the contains teacher's writing. Furthermore, the recent version of IWB actually can install the ebooks.

What is the benefit?
1. Surely, teacher can show more complex steps in this way of teaching
2. the lesson can be more interactive
3. Literatures show that students are more concentrated and happy in lessons

In terms of m-learning…
1. no definite sitting plan of the class
2. no geographical issue about the venue of the lesson take place.
3. student can use the ebook function (study everytime everywhere)

Limitations…
1. The lecture venue should be network equipped
2. Costing issue regarding student’s handheld (who pay for it? Administrative controls?)
3. Limited resources in ebook

Lecture 6 Activity: Main areas of research on and with ITE and Potential research topic

1) Main areas of research on and with ITE
a. The development of ITE software and web resources
b. Students and teachers' perceptions of the value and effectiveness of using ITE
c. The relationships between components of ITE and learner, teacher and task variables
d. Government policies on ITE

2) Present a potential research topic that would be useful in providing a solution to an educational issue (should be relevant to IT)

Title: The impact of using MOODLE on students' motivation and learning outcome in the context of learning English as a second language

Research design: quasi-experimental

Participants: local secondary school students

Intervention group: a class that learns English writing skills, grammar and vocabulary on a MOODLE platform

Control group: a class that learns English writing skills, grammar and vocabulary in the classroom

Dependent variables: students' second language learning motivation and learning outcome (students' essays, grammar tests, vocabulary tests, etc)

Lecture 5 Activity: How can Web 2.0 applications support teaching and learning

I have given up to use Voicethread to create the presentation. The reasons are as follows:

1. The quality of the audio comments (produced by using the recording function of the site) is quite bad. My utterances were cut up into pieces. I then recorded using windows recorder and attempted to upload the clips to the site, but the site required me to upgrade my account (i.e. I have to pay)

2. I can’t figure out any way to remove completely my old audio comments for a slide (i.e. my new and old audio comments co-exist). I have to upload the slide again if I want to get rid of the old track, which is troublesome.

3. The audio recording function of the site always malfunctions. Sometimes I even couldn't find the ‘record’ button.

So I have decided to use Windows Movie Maker to create the presentation.

Lecture 4 Activity: Window Movie Maker Trial

Just use the window live movie maker to produce the following:



Produced by REAL

Lecture 3: Cell Learning Object

This is the LO about Biology - Cell. It is a bit slow but it is very good for student to understanding cell, virus, evoluation and so on.
It is a very useful website.

RISAL link: http://risal.cite.hku.hk/search.php?search=cell+learing+object&tag=true&ownerid=422&owner=

RISAL Tags: Cell Learning Object.

By Joe

Lecture 3 : Learning Objects (LO)

This Learning Object is an online website regarding human Biology. The website contains a movie that demonstrate the active
transport of sodium anad postassium in and out of cell membrance.

The learning object is a good sample of Simulation Objects since the movie simulate the process of sodium anad postassium absorption.
The movie also realizes the concept by the animation so that it also can be treated as a Conceptual Model Learning Objects.

RISAL link: http://risal.cite.hku.hk/search.php?search=sodium-potassium+pump&tag=true&ownerid=420&owner=

RISAL Tags: learning objects, sodium-potassium pump

By Ruby

Lecture 3 Activity - Identify one useful Learning Object (LO) from the Internet

O'Neal says:

This is a very good online Learning Object. It is a both Conceptual Model, Simulation Object and Practical Object, just depends how you treat this website. Basically, it is a LO about the Physic concept - Refraction in Prism. In the website, visitor can alter the incline angle of the beam such that he can see the angle of the refracted ray.

As the site is demonstrating the physical concept of Light refraction, surely we can treat it as Conceptual Model. Also, it visualizes the concept by simulating the physical situation, it can be seen as a Simulation Object. Furthermore, visitor can drill, play and use the animation inside in ordetr to familar with the concept, so, it is also a Practical Object.

I have put the link to RISAL with the tags "learning objects" and "Prism refraction". You may also visit the site through there.

RISAL link: http://risal.cite.hku.hk/search.php?search=learning+object&tag=true&ownerid=417&owner=onealwong

by O'Neal

Lecture 3 Activity: Find Learning Object

James say:

I find an learning object that is learning vocabulary by game. A good learning object for child.

I have already put on RISAL with title 6024 Learning object: Learn vocabulary.

My RISAL link: http://risal.cite.hku.hk/search.php?search=fun+game+learn+vocabulary&term=true&ownerid=403&owner=morli3

You can search by tags: fun, game, learn, vocabulary.

By James

Lecture 3 - Search for and explore...Some Theoretical Issues

Dual Coding Theory (By Ruby)

Cognition according to DCT involves the activity of two distinct subsystems, a verbal system specialized for dealing directly with language and a nonverbal (imagery) system specialized for dealing with nonlinguistic objects and events. The systems are assumed to be composed of internal representational units, called logogens and imagens, that are activated when one recognizes, manipulates, of just thinks about words or things. The representations are modality -specific, so that we have different logogens and imagens corresponding to the visual, auditory, and haptic (feel), and motor properties of language and objects. The representations are connected to sensory input and response output systems as well as to each other so that they can function independently or cooperatively to mediate nonverbal and verbal behavior. The representational activity may or may not be experienced consciously as imagery and inner speech.
The theory means that both systems are generally involved even in language phenomena. The verbal system is a necessary player in all “language games” but it is sufficient in only a few. In the most interesting and meaningful ones, the verbal system draws on the rich knowledge base and gamesmanship of the nonverbal system. Conversely, the nonverbal system cannot play language games on its own, but it can play complex nonverbal “ solitaire.” The verbal system dominates in some tasks (crosswords is a simple example) and the nonverbal imagery system in others (e.g., jigsaw puzzles). Cognition is this variable pattern of the interplay of the two systems according to the degree to which they have developed.
The modality-specific nature of DCT distinguishes it from more abstract, common coding theories of cognition. Theories that emphasize the dominance of language arose from religious and educational opposition to imagery during the Renaissance. Such theories peaked in modern behaviorist interpretations of thought as inner speech. Another class of common coding theories postulate abstract mental entities and processes, usually called propositions or schemata.

More complex hybrid theories are essentially augmented forms of dual coding in which verbal and nonverbal representations are connected to an abstract conceptual system of some kind. Much research has been directed at testing DCT against the alternatives.

Paivio, A., 2006, 'Dual Cding Theory And Education", University of Wastern Onario

Gestalt Principles (By James)

My comment as follow:
This is a theory belongs to psychology, it also call gestaltism (from a German word).
I think this is a memory on thinking to recognize an image, that put this image into his mind.
On memorizing the image, the human mind should thinking to outline the completed layout about the image, then put it in mind on that image from its linkage such as shape, smelling, taste and body can let you to figure out the image!


Link find as follow:
http://en.wikipedia.org/wiki/Gestalt_psychology
http://www.scholarpedia.org/article/Gestalt_principles

Combining Visualization and Interactivity (By O'Neal)

I do think that a good Digital Media for Education should be having a good and attractive visual effects. This is not difficult to do so because the modern technology is very powerful such that teacher can use IT to visual many difficult to talk concept.

Also, interactivity can keep student's interest in learning certain matters. So It is also very important in Digital enabled teaching.

Again, combining the two, many learning objects appear. These two especially important for distance learning since "Visualization" can demonstrate the concept and "Interactive" can deeper the knowledge of the student.

http://diuf.unifr.ch/people/lalanned/Articles/visualization-v05.pdf

http://corporate.visual-io.com/about/approach.php



Limitations of Short-term memory  (By Joe)
◦A limited capacity of up to seven pieces of independent information.


◦The brief duration of these items last from 3 to 20 seconds.


◦Decay appears to be the primary mechanism of memory loss.


After entering sensory memory, a limited amount of information is transferred into short-term memory. Within STM, there are three basic operations:
◦Iconic memory - The ability to hold visual images.


◦Acoustic memory - The ability to hold sounds. Acoustic memory can be held longer than iconic memory.


◦Working memory - An active process to keep it until it is put to use (think of a phone number you'll repeat to yourself until you can dial it on the phone). Note that the goal is not really to move the information from STM to LTM, but merely put the information to immediate use.


The process of transferring information from STM to LTM involves the encoding or consolidation of information. This is not a function of time, that is, the longer a memory stayed in STM, the more likely it was to be placed into LTM; but on organizing complex information in STM before it can be encoded into LTM. In this process of organization, the meaningfulness or emotional content of an item may play a greater role in its retention into LTM. As instructional designers, we must find ways to make learning relevant and meaningful enough for the learner to make the important transfer of information to long-term memory.
Also, on a more concrete level, the use of chunking has been proven to be a significant aid for enhancing the STM transfer to LTM. Remember, STM's capacity is limited to about seven items, regardless of the complexity of those items. Chunking allows the brain to automatically group certain items together, hence the ability to remember and learn better.

http://www.sos.net/~donclark/hrd/learning/memory.html
http://www.youtube.com/watch?v=TausqSK9p9k
http://www.youtube.com/watch?v=GwaAqnQctP0

Lecture 1 - Activites (Previous ICT experiences)

Previous experience:

Ruby who work @ Fuji Xerox: Dealing with IT everyday, mainly focusing on document management i.e. DMS

O'Neal, lecturer in an post-secondary academy, works and teach in IT every day. Regarding, Learning Managament Systems like eClass, myITSchool (in secondary) are systems that teach and use every day.

Joe works at SanrioDigital: including server maintenance, networking and programming.

James work at the IT department of the Ferderation of Trade Union currently. That works for the learning material development on the FTU Learning Centre (www.hkftustsc.org/stsc12.htm).  He has a lot of experience in IT includes programming, networking and repair. Previous IT development tools using includes: C/C++, Java, PHP, MySQL, PGSQL, Oracle, Computer Telephony (Dialogic), VB, Unix(SCO,AIX,Solaris,Apple MAC,FreeBSD) / Linux (RedHat/ Ubuntu/ Fedora) ,shellscript (csh,ksh,sh), Perl, Apache and Win Server ... etc. On E-learning platform system, he uses OUHK's portal, HKUST's webct and HKU's blackboard before. But Moodle is the first-time he meets this system and try to familiar with it now!

Lecture 2 - Activity 2 (Mindmeiser)

Lecture 2 - Activity 1 (Learning website review)

The sample that our group chose to review is the one related to ANIMATIONS


It is obviously a online lesson regarding how to make animation. The “lesson” is delivered in the form of video. Also, activities are given after the video. Learner can also find demo video for hands-on exercise.

The lesson is well planned since there are clear objectives. It is also very considerably as there is a FAQ thus learners can find the solution by themselve.

Room for improvement:

If there is a short quiz or even ways to upload the finished activity for checking, it will be more perfect.

by O'Neal

to start......

Real------->

Group members:
Ruby
Joe
James
O'Neal
Man Kit