Trying to see if this works

Downloaded some software on a 30 day free tril for my assignment - now I want to see if I can link it to my blog and if it can be accessed,


Nope - not yet. This is so frustrating

PROJECT PROPOSAL

Here you can find a link to my project proposal which is on OneNote 2013, including OneNote Online.

There are other things I can add I know but time is limited and I have included as much as possible within the time frame.

As the project progresses some of the things I have include may change, therefore these changes would be reflected within the Project Plan at that time.

The link to my project is below.

http://eitonline.eit.ac.nz/pluginfile.php/2177418/assignsubmission_file/submission_files/31482/Project_GJH.zip?forcedownload=1

Thank you for reading my blog. If you have any comments I would love to hear from you.
GJ

ONENOTE 2013, INCLUDING ONENOTE ONLINE - ACCESS

OneNote Information

Microsoft OneNote is a free application available for Mac, PC, iPhone, iPad, Android (phones and tablets), and is also accessible online. 

To access Microsoft OneNote:-

Go to apple icon go into search and type

As a school (or a student) you can get this free.

You can also access Microsoft OneNote Online through your email account (Hotmail/Outlook).

Access is also available through MSN Homepage, just click on the OneNote Icon.

Storage

15gb of data free, however if you are an Office 360 subscriber you get 1tb

If you do not have OneNote installed on your computer, access can still be achieved by  going online and typing in www.OneNote.com 

Select OneNote for free to install

Your notes on Microsoft Cloud – devices just access it.

Assessed Activity 8.2 - Reflective Blog

This is a reflective blog to say what I have learnt so far on this first semester of DLT. 

What great fun I have had learning new ways in which to communicate with the wider world and what different platforms there are I can use. Integrating these Michael did a great job as I was able to participate within the classroom environment whilst sitting at home some 50 minutes away just by logging into Adobe Connect.

It was not so easy for Michael. He has had to set everything up, not always easy to then start a class on time when another tutor is in that room beforehand. It was good though because as we waited for the class to come 'live' we chatted online to those that were also logged in from home (or work).

I feel, for me that this made me feel part of the lesson and not an outsider watching in. Michael often read our comments and asked us questions, keeping us all as a class. If he didn't somebody within the classroom might just point them out to him if they thought that the question warranted an answer - sometimes they did answer themselves which was good.

At the beginning of the course I did not know what to expect and although I have taught Packages for many years this kind of lesson teaching was new to me. It took a while to get on-board with some of the tasks which the class had to do and which were assessed activities. I was not comfortable in the beginning on what I was doing and if what I was doing was correct. I look back at that learning experience and see that yes, I have made some errors but then I have achieved alot and learnt alot too. 

I feel more comfortable using different platforms and feel that even after this course has finished I will continue to use some, if not all, of them.

It was good to be able to go out to a high school which needed some assistance with advanced Google docs as they were getting in a muddle and needed some help. I was surprised at how much knowledge I had amassed and was pleased to of been of assistance. 

My project (which is the next thing) will be to create a Learning Object that will enable the ladies I taught to teach others. This I am looking forward to now I have the confidence of other platforms.

Improvement on the course?

One of these has already been addressed as I now know where to find all the assessment as they are in one place. Sometimes I feel that the class has gone so quickly and I need more time to digest what has been said and done but we do have the option of watching the recorded lesson session at a later date.

Pages I have commented upon

https://phyzardsblog.wordpress.com/dlt/dlt-assessment-2-2-remembering-technology-and-remembering-its-barriers/

https://adigitaldimension.wordpress.com/2015/03/23/assessed-activity-5-1-2015/comment-page-1/#comment-1

https://samuelhille.wordpress.com/2015/03/09/3-3-2015-skills-for-teachers-2/comment-page-1/#comment-1

Assessed Activity 8 - Online Courseware

Here is an example of online training

• https://www.open2study.com/courses 
  

Open to Study is a great place to find courses to suit you. There is a wide range on offer ranging from free ones, Diplomas and Certificates,University Courses and Professional Training. 

Although many qualified teachers and tutors know their subject not all of them can teach therefore I was interested to see what they have to say about becoming a confident trainer as this is something I am passionate about. Not all teachers can teach - or can they?

• https://www.open2study.com/courses/becoming-a-confident-trainer 

Assessed Activity 7 - Instructional Design Model

Reflection, Learning Technologies @ EIT

This weeks activity is slightly different. First of all we had a 'walk about' on campus and paid a visit to the music department where we met Tom, the tutor. Whilst he spoke to (and showed) us his software (insight by Faronica) Michael fielded questions from students and Steffanie streamed the lesson (Adobe Connect) to those students who could not attend class but were able to participate from home - great collaboration which worked really well. I will download and include some photographs and a short video of this experience shortly.

The music lab is set up using Apple Mac's, students have headphones and small keyboards at their 'work stations'. Additional seating area with tables is available for when students ware not working at their stations. The software Tom was using allows for greater interaction between tutor and students, it also offers the facility of full class participation. 

However, like with most software, it has it's strengths and weaknesses. These are some that I think apply.

Strengths

• allows tutor to monitor students work without being beside them
• allows the tutor to show the class/individual on large screen
• easier than using 'PowerPoint' slides
• access to video
• assists in monitoring student progression
• allows tutor to 'help'

Weaknesses

• Limited access to some sites (blocked by tutor)
• Privacy issues (students might not like it)
• Overuse of 'monitoring' facility
• Authenticity of students work
• 'Mute' Students would find this annoying if in the middle of something - could also be a positive to assist students
• Material only stored for six months

Opportunities

• sharing facility between fellow students
• used in other areas of EIT

Threats

• Hacking
• Over writing of material

Overall I found this software to be an asset in the music lab. With some considerations it could become a good collaborative piece of software which could work well across the broad range of courses at EIT. When designing learning for remote participation there are so many different pieces of software which you have to have. When you have decided what you are going to do and what you are going to use you must make sure that they are all compatible. Internet access is getting less and less of an issue now and as time progresses and we all have fast reliable coverage remote teaching will become more acceptable than traditionally going into a classroom.

Saying that not so far back some 'remote' students participated within the classroom by using radio transmission - things haven't changed that much after all.....

Assessed Activity 6 - ePortfolios

What is an ePortfolio?

Well, it is a collection of a persons electronically created work. Anything that they have created which they reflect back upon. These could be anything from a document, to adding images, creating a blog - all things we are doing on this Digital Learning Technologies course. As you can see below I have included links to online information which I have created, this is portable and can be accessed anywhere (so long as you have internet access). 

I have reflected on my ePortfolio by updating and adding new things (blogs each week), which is slowly creating my own ePortfolio. It serves as a record of learning which also provides tangible evidence of my skills and knowledge

We have been asked to create a Linked-in account (have one but not updated it for a while) - here is the link:

https://nz.linkedin.com/pub/glenys-jane-harvey/98/261/447 

Secondly we were asked to create a Google site with a basic CV - This is the link:

https://sites.google.com/site/basiccvgjh/ 

I have also joined the EIT Information Technology group which is on Linked-in. This is the link:
https://www.linkedin.com/groups/EIT-Information-Technology

Assessed Activity 5.0 - My Personal Learning Networks

What is an online portfolio and do you have one? Have you thought about your PLN - Personal Learning Network?

On Monday 16 March I listened at home to a lecture streamed into the classroom from Melbourne Australia. Our lecturer was Joyce Seitzinger and she discussed with the class Personal Learning Networks. This was very interesting as many of us use the internet daily we don't think of the impact of using it.

With the use of technology we have the facility which allows for individualised and ubiquitous learning but is everything we read correct? Do you think of cross referencing online, as you would in a library, to see if the information is correct? I deal with information bloat by making sure that I have few technologies in-which to use at that time. When I study my phone is turned onto silent, the television is not on and that I am working in an environment that is conducive to my learning (without distractions such as FB or messenger). Coming into EIT on days like this (holiday time) or on a Saturday to work is the lab is great as there are no distractions for me. Minimising is essential for dealing with information bloat.

For me, personally I use a couple of websites to find information. I look at Google first then go to Ask.com to cross reference. YouTube is another great website to use if you wish to find out how to do something. I have even been know to ask friends on Facebook, or within a page on Facebook certain questions. Some of the answers have been interesting so I tend not to use the site for Education and Technical questions (filter bubble). I find that my Personal Learning Network is quite productive. I have to make sure that Skype is off though as with one child in Brazil and the other somewhere in the world serving in our wonderful armed services I tend to end up chatting when I should be working. Failing to find correct information online is easy, so long as you know where to look. As students there are forums that are helpful within our subjects and although I have found them very helpful I find not a lot of students tend to use them.

Am I using my PLN to it's full advantage no. I need to update my information online (Linkedin for example) and to follow up emails. I need to use my PLN more effectively to enable advancement within the area in which I wish to go.

I sat and thought about my PLN and this is what it looks like, it is not complete as there are things that I have yet to include (other web pages I use) but these are the main ones.

I have found this topic interesting as I can see that my PLN is a mixture of both personal and study based. Reflecting on my PLN I find that I need to balance it in respect of what I am doing. At the moment, if I managed my PLN more effectively I may be able to stay at home on Saturday mornings instead of coming into college - still it is peaceful...

Coming into college, using the tools available on my PLN, I feel that it gives another dimension to my learning skills. It updates my knowledge in an efficient manner - if it didn't I would still be on the first assessed activity trying to find what and how to do something. The tools above have helped me to progress.

I hope you find this interesting. Please leave a comment with your thoughts.

Cheers.

Assessed Activity 4.4 - Connecting the Wiki to your blog

Connecting the Wiki to your blog through an RSS feed.

By using an RSS feed you can display a summary of the blogs you have created on your Wiki page.

Although I have done this the feed for my Blogger page has not come through properly - but you can still link to the blog.







The Wordpress blog feed looks ok though there are still some problems

I think that I will need to work on the code - any offers of help?

Assessed Activity 4.3 - Adding widgets to a WordPress blog

This weeks activities - using Wordpress Blog.

1. Add your twitter feed to your blog (use Twitter Timeline widget)

https://twitter.com/glenys_jane/status/588156141307236352


2. Add a calendar to the blog - this is what my Wordpress page looks like

https://gjharvey.wordpress.com/

Assessed Activity 4.2 - (2015)

This activity consists of:

1. APA reference 
2. Syntax highlighter
3. Pedagogical template - A pedagogical template is creating a box within your Wiki by surrounding the name of the template with curly brackets.

A curly bracket looks like this: - { }

To see all the elements set out as per our instructions please follow this link to my WikiEducator page.



http://wikieducator.org/User:GJHarvey 



Thank you

Assessed Activity 4.1 - Improving Course Content

Today I have chosen the social technology (Twitter)  and made some changes to reflect my teaching and learning technologies.

Social networks include not only Facebook but blogs such as this one, Linkedin (I have one) and discussion forums. Tools such as these are often referred to as Classroom 2.0 - derived from the term Web 2.0. What is Classroom 2.0 I hear you asking.

Classroom 2.0 is, information you want delivered to you for your convenience (Putnam, 2008). I see this as having my links (URL's) added to one page so I can access these easily. I can also add, with the correct software a podcast with a link for followers to click on and see.

Wikis are good for this too and if you read my blogs you will see a link to my Wiki page (updated weekly) http://wikieducator.org/User:GJHarvey

I have edited a Wiki page, adding a link to a beginners tutorial on how to use Twitter and some information in regards to Twitter.

http://wikieducator.org/VirtualMV/Digital_Learning_Technologies/Social/Instant_Messaging#Twitter



REFERENCES

Verhart. M, (2015) Retrieved from: http://wikieducator.org/VirtualMV/Digital_Learning_Technologies/Social#Developing_course_content

Putnam. J, () Classroom 2.0, Putting web 2.0 to work for you (2008). 

Retrieved from: http://www.slideshare.net/julep/classroom-20-putting-web-20-to-work-for-you 

Assessed Activity 3.3 - Skills for Teachers

Have you ever wondered what skills a teacher would need to use IT within a school? All teachers use some form of IT within the classroom at some point.

Here is a list of some of the skills that they would be required to know to enable them to carry out a lesson using IT.

Some basic skills are required before a teacher can even start, these are:

• How to use a computer
• Basic word processing
• How to create a presentation
• How to use a printer
• How to use a projector
• How to link a computer to a printer and projector
• How to access the internet
• How to search the internet for the information required

From these skills a teacher needs to progress to having intermediate skills such as:

• How to make a video
• How to turn the audio on/off for the lesson
• How to download and store information
• Know about security
• How to cite where the information comes from
• How to do a backup and where the information is stored
• Learn about the schools policies regarding internet and presentations

Then of course, once the teacher has intermediate skills they need advanced skills such as:

• Create and develop resources
• How to share resources with learners (and other staff if required)
• Know which platforms to use/access
• Trouble shooting
• What to do if you get a virus

The list goes on. Not only do they have to know how to do this they also have to know other things. For example is the content suitable for the age range. Is the audio set to low/high, is the contrast correct, is the font size used appropriate, does it follow the curriculum etc. etc. etc.

Another aspect a teacher would need to know would be the tools to use in an application. For example if the learners had to use change photos into cartoons. There are lots of different tools/sites one could use but I tried cartoonize,net. This however took me to another site, Mywebface.net. The result was not what I thought it would be and after waiting five minutes for the caricature picture to download I gave up.  Have you ever tried one of these and if so which one was it and what was the result?

So another thing teachers have to do is to use the software tools to see if the learners would be able to use them too. They also need to be aware of the software that they download.

Here is a tweet with a link you may wish to look at:
https://twitter.com/glenys_jane

Glenys-Jane Harvey @glenys_jane · 8m8 minutes ago

Kharbach, M. (2012). The 20 digital skills teachers should have. Retrieved from http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html … … #vmvdlt @medkh9

REFERENCES

Kharbach, M. (2012). The 33 Digital Skills every 21st Century Teacher should have. Retrieved from: http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html 

Your photo albums to DVD(2015). 5 excellent tools to convert photos into cartoons. Retrieved from: http://www.educatorstechnology.com/2013/05/5-excellent-tools-to-convert-photos-to.html 

http://cartoonize.net/

http://home.mywebface.com/caricatureApp/

Assessed Activity 3.2 - Implications of Digital Learning Technologies in Organisations

In an Educational establishment there are a variety of Digital Learning Technologies that link together to enable a learner to access material. I shall do a drawing which will show you the relationship between the different technologies which have been used in our Digital Learning Technologies class.

There are probably a few that I might have forgotten to add. If you know of any that I have missed please could you write them down and I will add them later.
Thanks.

Assessed Activity 3.1 - Implications of Digital Learning Technologies in Organisations

I am to discuss the role of three digital learning technologies and their role within the organisation set up of a college.

Matthew Hancock, Minister of State for Skills and Enterprise (2014) wrote in his forward (as a response to the research and report from FELTAG that the power of technology can transform education.

What digital learning technologies are used within college. I looked at the EIT website, which is run by Moodle. Moodle is a learning platform designed for educators, administrators and learners with a single robust, secure and integrated system to create personalised learning environments. (Moodle, 2015)

This page enabled me, as an International Student, to see the programme list - courses available to me, if I choose to study at EIT.

The Moodle platform then allowed me to register online. This page asked for personal details which were then entered into a database system. This information contained data that was private and procedures had to be followed to ensure that this data was 'safe' and that there was no 'redundant' data.

I was able to chose at which location I wished to attend, ask questions, pick my course and ask for accommodation if I required it.

Online classes are also available - thus giving a student the option of studying from home. This requires digital learning technologies for the tutors have to make the material for which the student needs to access - both paper based and online. There are lots of different things that are required for online learning, such as computer access, internet, microphone, smart-boards, servers, to name but a few. 

Without these technologies EIT could not transform education in the way that they have today.

Do you like to study within the classroom or would you prefer to learn from home? I think that a mixture of both is the best way forward for me.

REFERENCES

https://docs.moodle.org/28/en/About_Moodle

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/320242/bis-14-841-government-response-to-recommendations-from-the-FELTAG-action-plan.pdf

http://www.eit.ac.nz/

Activity - 3.0 Digital Learning Technology in Organsiations

In the last few years Digital Learning Technology has changed organisations in the way that they do business.

I worked for Lloyd's Register of Shipping for over 12 years and in that time there were many changes. I started as a secretary and ended up and IT Trainer.

Believe it or not, I started using a typewriter to type up reports, in triplicate using carbon paper. 
That was hard if you were not a proficient typist as one mistake could take quite a while to rectify.

Having computers linked to the main HQ in London was a huge step forward for the company. No longer did we have to wait for mail to arrive or spend hours on the phone for an email would give the same result within a short space of time.

Ernst and Young wrote a report (The Digitisation of Everything) which said that in a world that is digital businesses must embrace technology to stay in the game (2011).

The Department for Business Innovation and Skills in the United Kingdom responding to the FELTAG research and report paper comments on how technology has the potential to engage more learners, improving their learning experience and that it will meet the ever growing needs of the employers (2014). 

Companies now have to think about procedures, mainframes, how to help their customers and shareholders. They must use technology to stay 'ahead' of the game. 

Schools and colleges are the main users, I feel of DLT and there have been a shift in learning 'outside' the classroom. Some find this easy whilst older students find that they would rather attend a class as perhaps this was the way they were taught.

There is much to think about and lots to discuss on this matter. I haven't really covered it very well so please, if you like, add a comment to this blog. Maybe add your views, I would be interested to read your take on the matter of using DLT within an Organisation.

REFERENCES

http://www.ey.com/Publication/vwLUAssets/The_digitisation_of_everything_-_How_organisations_must_adapt_to_changing_consumer_behaviour/$FILE/EY_Digitisation_of_everything.pdf 

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/320242/bis-14-841-government-response-to-recommendations-from-the-FELTAG-action-plan.pdf

Assessed Activity - 2.3 Challenges

What are the biggest challenges for ubiquitous learning and individualised Digital Learning Technology?

Ubiquitous and individualised learning means that a person can learn something at any time of the day or night and any where they happen to be. There are several devices that allows one to learn on the go.

You may think one thing and I might think another so this would be great at the end of the blog if you could add your thoughts on the matter.

Technology is one of the biggest challenges I feel. Why? There is so much of it. 

What if it is not compatible with the end users? 

What if you to video a lesson and broadcasting it at the same time for students to participate. 

First of all one would have to think 'What would I need to make this happen?'

Well, what would you need? Hardware and Software 

What kind of hardware and software.

You would need a computer, internet access (wifi), a mouse, speakers, a webcam, a drive, a projector, desktop, browser, Adobe Connect and a smart board to name but a few. Gosh, think of the cost of all this technology - it is so expensive and one also has to think of the upgrades. What about the availability of all this technology too (and understanding how it works, individually and together).

That's only part of the challenge to ubiquitous learning. 

What happens if there is no connection or the server goes down. Or things have been moved and you can not find them?

What happens if the learner does not know how to connect to the correct place to learn?

I feel that another great challenge to this type of learning is the learner themselves. 

It is hard to master new technology and all that it entails.

Being on this course is a prime example of all the challenges to be faced whilst learning in this manner. I for instance have had to learn all about blogging (don't know if I have mastered it yet) and all that it entails. Will I still have my privacy? Can I connect when there is a lesson, can I hear the teacher. What would happen if my keyboard packed up and I couldn't type to let the teacher know that I was in the class. Being an international student this is important to me as to get a visa to study you must attend class (is being online technically in class)?

What are your thoughts?

Assessed Activity 2.1 - Pedagogies

Pedagogy strategies  is the way learning is delivered. For adults learning this is called Andragogy.

There are several pedagogy approaches to learning which includes Case-Based Learning, Inquiry-Based Learning, Project-Based Learning, Resource-Based Learning and Games-Based Learning.

In 2010 at the DEANZ Conference held here in Wellington, Terry Anderson from Athabasca University in Canada described three generations of distance education pedagogy. These are:-

• Behaviourist/cognitive, constructivist and connectivist. (Anderson, 2010)^[1], where: behaviourist/cognitive includes, self paced and individual study;

• Constructivist, working in groups; and

• Connectivist, using networks and collectives.

For a blended environment, behaviourist includes instructivits - this is where the content is 'taught' to students as in a lecture.  In a blended environment there are multiple strategies which are used to engage students with different pedagogies used depending on the situation.

In this blog I aim to describe an instance from my past learning experiences (good or bad) and describe it's effectiveness in regards to certain approaches.

Case-Based Learning - Real-life examples for example Law Students. They look at old cases and study them, trying to find the solution without first knowing the result. It is a good way of learning as it gives the student something specific to focus on which will help them to recall the details later on. They can test their knowledge and build on their existing knowledge to find the solution to the problem.

eLearning could be integrated using video footage of the case as it was filmed, giving students another dimension to the case. The students could be 'in' the court room so to speak seeing how the lawyers performed and find out if their conclusions were correct.

Resource-Based Learning - Books, YouTube and instructional videos. These are some of the resources used by students to learn - typically used in Universities. Students are given the resources and are more accountable for their own learning.

eLearning is already integrated into resource-based learning, for example in our own class for this subject we use wikieducator as a source, not only to read and to watch clips from videos but the lessons and resources are all in one place.

Project-Based Learning - Assignments are a good example of project-based learning. In my first year of this degree we had to make a game using a program called SNAP. I didn't find this a good way of learning for me as I could not understand the program.

eLearning helped when I resat this paper as I looked at YouTube videos on how to use the program. I feel that it would have been more beneficial if this had of been used in the class.

Game-Based Learning - Game based learning is a good way for young children to learn without realizing that they are learning. At school we taught children Maths by using a game where the numbers and symbols were shown on the screen and they were given a certain amount of time to 'touch' the answer. As they improved the time allowed got shorter.

eLearning is integrated in several different lessons and is a very useful tool for teachers. I wish that they had this kind of learning when I was at school.

What are you opinions on this, email me if you have any other ideas.

REFERENCES

Anderson, T. (2010) Three Generations of Distance Education Pedagogy [PowerPoint]. Retrieved May 2, 2010 from http://cider.athabascau.ca/CIDERSessions/sessionarchive 

http://wikieducator.org/VirtualMV/Digital_Learning_Technologies/Overview/Teaching

Assessed Activity 2.2 - Technologies

What integrated technology was the most memorable for me and which one was a barrier to my learning - will you guess before the end of this blog?

There are so many different ways in which technology is integrated into learning some of which are listed below:

Simulators, virtual worlds (experimenting), Communication (discussions, forums, interactive whiteboards, instant messaging, Designing (graphics, CAD, Scratch/BYOB), Community Building and collaborating (Wikis, moodle, Google docs), Modelling (spreadsheets, databases), Visualising (paint, graphical information systems, digital images and Assessing (online quizzes, voting systems, Adobe Connect, electronic portfolios) to name a few.

My most memorable was using Adobe Connect. I know it was only recently but to me, being able to be at home whilst looking after a sick 3 year old and still being able to participate in the class, not missing anything stands out for me. What an experience (which will be repeated several times). Such a change from sitting in a classroom listening to a teacher talk. Not only that but I can replay the 'lesson' as it was recorded so if I did miss anything I could listen to it again.

As part of an assignment we had to build a game using BYOB (Designing) - have you tried that software.....  I just could not get to grips with it. It made me annoyed and cross and I felt useless as I just could not understand how it worked. I can not describe how I use to feel in those classes. Having failed that paper I resat it, attending night school rather than during the day. This time it was different why I don't know. Maybe it was because there were less students or maybe it was because some of what was taught previously sunk in - who knows. It still leaves a bad memory and I have not used BYOB since.

What about you? Have you had similar experiences? Do tell.

Reflection - A conversation with Bill Gates about the future of higher education (Young,2012)

My thoughts on this.....

In June 2012 Bill Gates had an interview regarding his vision on how higher education can be transformed through technology. It has nothing to do with him giving everybody a tablet and say there you go get on with it, it is about fixing the inefficiencies. Giving somebody technology does not mean that they know how to use it and to use it effectively. Bill Gates whats to change what is done within the class as he believes that sitting in a lecture is an 'antiquated thing'.

In some respects I feel that this is true for I did not turn up to class in the true sense of the word, I logged on and participated from home, some 45 minutes away. Did I learn, yes, did I engage with the tutor, yes, did it help, yes. Same could be said if I was in the lecture true but things are changing as you recall (ubiquitous learning) me writing in a previous blog.

As our views on how and where we learn change and technology changes our way of learning will change to reflect this. However, I can not see an end to children going to school but one wonders if a child is ill at home could they not, with all this technology, still 'attend school'

What do you think, an interesting topic for debate I think.

Assessed Activity 1.2 – Learning Styles

Do you know what the acronym VAKOG stands for or NLP and do you know how they are related?

I will try to explain some of these terms.

VAKOG

V = Visual – linked to something you see, remembering what colour somebodies hair is

A = Auditory – linked to hearing for example a song or a story that you remember

K = Kinesthetic – general activities that are repeated for example games

O = Olfactory – linked to smell

G = Gustatory – linked to food and drink (Dewar, 2012)

NLP

N = Neuro

L = Linguistic

P = Programming

Neuro-Linguistic Programming (Dilts, 1999)

What does that mean you ask, well NLP encompasses the three most influential components that we have. Neurology, language and programming.

How is this linked to VAKOG?

Well to be honest it is not easy to put into words but we know from playing games (Kinesthetics and Visual) we are programming ourselves to remember how to play something. If you add a song into that mix then you add Auditory (because you have heard it before) which then adds Linguistics into it and being the brain (Neuro) we have added VAKOG to NLP

Does that make sense to you?

Let me know if you think differently.

References:

http://www.hypnosisjournal.co.uk/vakog-definition/ (28/10/2012)

http://www.nlpu.com/NewDesign/NLPU_WhatIsNLP.html (1999)

Assessed Activity 1.1 –  Learning Theories

Digital Learning Technologies (DLT) allows for individualised and ubiquitous learning. Here I will try to explain what is meant by ubiquitous learning.

First of all, what does ubiquitous stands for – ever present or everywhere.

Secondly learning – educational, pedagogical or instructive. If you add Environment to the mix (surroundings, situations, setting) you can see that ubiquitous learning means learning wherever you are (Jones, 2004).

Normally one would go to school and learn – be in a certain place at a certain time for a certain period well ubiquitous learning means that you don’t have to do that anymore.

Ubiquitous Learning means that you can learn anything at any time at any place – so long as you have a mobile device and can hook into a wireless network. (Osborne, 2013).

It means you can be ‘in class’ whilst at home. With the use of technology one can log onto a lesson and participate. Once could take a photo of an animal and google it whilst travelling, this is ubiquitous learning.

References:

Jones, V. & Jo, J.H. (2004). Ubiquitous learning environment: An adaptive teaching system using ubiquitous technology. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 468-474. Perth, 5-8 December. http://www.ascilite.org.au/conferences/perth04/procs/jones.html

http://edtalks.org/

Authenticity Statement

Activity WS1.2 - Authenticity


1.   This is an original assessment and is entirely my own work.

2.   To my knowledge, it contains no material published previously or has been written by another

      person, except where acknowledged within the text.

3.   No material which to a substantial extent, has been submitted for any other academic course,

      is included without acknowledgement.

Privacy

Activity WS1.2 - Privacy

1.   Anybody can view and comment on a blog.

2.   Details and content can be stolen and used by somebody else.

3.   Photographs will no longer be private and can be used by others posing as you.

4.   People really need to be careful of the content that they put online. As somebody once said
      these things have a way of coming back and haunting us.

Introduction

Activity WS1.2 - Part 1

This blog is in regards to an assignment in Digital Learning Technologies.

My name is GJ and I am a mature student in my final year of BcS at EIT Taradale.

Previous to coming to New Zealand I was living in England and teaching high school children Microsoft products. Previously I was teaching adults City & Guilds IT Principals.

My aim at the end of this course is to either teach at or get into project management.

Feel free to ask any questions.

Thanks for reading.

GJ