This is how I placed the concepts given for this activity. Each concept has been placed according to the definitions collated below and my own experience in using/not using them.
- To what extent should we think of elearning as a distinct discipline with a need for its own concepts and vocabulary? Rather then being distinct, I view elearning as a subset of learning. It is true that elearning is evolving at a rapid pace and becoming quiet broad but at the same time it is part of learning which likewise is being broadened by new concepts and innovations.
- I believe that the formal-informal divide is much less evident in elearning than in traditional forms of elearning. This mainly due to the fact that elearning facilities (mostly online) are available not just at school but even at home and other locations, Thus the learning may happen in different locations with different persons.
- Did you find any of the concepts difficult to place on the grid provided? If so, why was this? Placement on the grid is dependant on the concept’s definition. Also for me it was not clear what is understood by ‘New’. For who is it new? For the organisation, learning in general, myself? As mentioned by the course team in the activity’s introduction, elearning is a broad umbrella term. Elearning is a broad area which as shown through this graph may include formal or informal experiences. The same technology may be used in different scenarios, aiming for totally different outcomes. Through the graph it can be visualised how concepts related to elearning are biased towards ‘New’ and ‘Informal’. This due to it still being a recent area where innovative ideas emerge at a rapid pace.
- Can you think of two different axes for such a grid that might also help categorise elearning concepts? Individual vs Collaborative. Active vs Passive learning
Blended Learning – Learning methods that combine e‑learning with other forms of flexible learning and more traditional forms of learning such as face to face classes. (www.flexiblelearning.net.au/aboutus/jargonbuster.htm)
Mobile Learning – Any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (http://www.mobilearn.org/download/results/guidelines.pdf) Learning that can be delivered and supported entirely by mobile technology. (http://www.openeducation.net/2007/11/13/mobile-learning-versus-e-learning-is-there-a-difference/)
Virtual Communities – Groups of people with similar interests who communicate and interact in an online environment.
Flexible learning – Learning characterised by a mixed mode of delivery and assessment of instructional material. (www.calendar.auckland.ac.nz/information/glossary.html) Flexible learning, which includes e-learning, is about the learner deciding what, where, when and how they learn. (www.flexiblelearning.net.au/aboutus/jargonbuster.htm)
Work Based Learning – A learning experience that connects knowledge and skills obtained in the classroom to those needed outside the classroom, and comprises a range of activities and instructional strategies designed to assist students in developing or fulfilling their education plans (www.k12.wa.us/alternativeEd/ProgramImplementationGuidelines/AcronymsandTerms.doc) Thus obtained work related skills/competencies.
Personalisation – Personalization involves using technology to accommodate the differences between individuals. Once confined mainly to the Web, it is increasingly becoming a factor in education, healthcare (i.e. personalized medicine), and both “business to business” and “business to consumer” settings (en.wikipedia.org/wiki/Personalisation).
Just-in-time learning – a term to describe ways of making information available over Internet to people when they need it and at a level equal to their ability to understand it (www.unesco.org/education/educprog/lwf/doc/portfolio/definitions.htm)
Peer assessment – an assessment method where candidates’ peers are asked to provide information about their work performance. This term can cover a range of activities from unstructured questions (‘What do you think of…’) to detailed questionnaires in which the candidate is rated on a variety of scales. Peer assessment can be included as part of the referee check. (http://www.dpc.nsw.gov.au/merit/glossary#P)
Collaborative learning – Collaborative learning is a situation in which two or more people learn or attempt to learn something together (en.wikipedia.org/wiki/Collaborative_learning).
Learning objects – A learning object is a resource, usually digital and web-based, that can be used and re-used to support learning.