Summing it all up

Defining literacy.

According to the text “ Write Ways” by Leslie Wing Jan: “Literacy has to do with having the skills and knowledge to create, locate, analyse, comprehend and use a variety written, visual, aural and multimodal texts for a range of purposes, audiences and contexts. The term ’texts’ refers to communication through spoken, written, visual or audio modes.”
Relating this to a course on e-learning, all of the above methods can be used to some extent.
Electronically, learners can be presented with, or discover resources in video or audio modes, as well as through written texts. This can be useful for learners with visual or oral learning styles. Kinaesthetic learners benefit from activities and programs where they are able to move things around (electronically at least) such as some other ones we have learnt about in e-learning.
When creating a product and developing their knowledge, technology can now allow learners to use all of the above four methods. Students can produce reports, assignments, and presentations, and communicate with others through means which were not previously available. Research is made easier, although students must be aware that not everything online is accurate. This decision-making process links to several key areas in the English Essential Learnings, and also the six complex reasoning processes listed in dimensions of learning, dimension four.
According to neuroscientists, young learners of today have their brains wired differently to those of the past. These ‘digital natives’ have grown up knowing this technology and how to use it, and it appears to be designed to be very engaging for them, which links back to dimension one.
All the things we have been shown in this course are undoubtedly very engaging for learners.

Keirsley & Schneirdeman’s engagement theory has emerged from experiencing teaching in electronic and distance education environments (see Shneiderman, 1994, 1998; & Kearsley, 1997). This fundamental idea of underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology. Keirsley & Schneirdeman, (1997) believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. Therefore the engagement theory is intended to be a conceptual framework for technology-based learning and teaching (Kearsley,1997.)Thankyou again Julie


Many of them represent ways for students to acquire knowledge meaningfully, in a real life situation. Some, on first look, appear to be fairly frivolous, however looking deeper, can be seen to be developing skills that the student may not otherwise acquire. Many encourage and develop collaborative learning. Many benefit students with a disadvantage or disability. An example is the Dragon NaturallySpeaking program that this is being produced on.
An advantage that this technology has over a standard chalk and talk classroom is the flexibility in modes of delivery. Pod casts and vodcasts may be downloaded, even to iPods and similar equipment, to be listened to or viewed at the student's convenience. Satellite and wireless broadband allow access where distance used to be a problem. There is a possibility that if this technology is taken to its logical conclusion, there would not be a need for a traditional classroom. However, this could have implications for students’ social and emotional development.
Due to the rate of innovation with this technology, it is necessary to constantly be aware of any new products and services. Younger members of society, due to their ‘digital nativity’ are able to adapt and assimilate easily. As an older member of society, and a lifelong learner, a degree of effort will be required to keep abreast of the rapid advancements of this technology. Due to the emerging knowledge and creativity based economy, users with access to and understanding of the greatest range of this technology will have a decided advantage.

Also due to this emerging economy, and the way that business and life will be arranged in the future, many jobs will depend not only on being able to use this technology, but to expand on and create the technology itself. Higher order and creative thinking skills will be necessary to allow this to happen. Lateral thinking, and the ability to work outside the square, will be necessary to allow this rate of innovation to continue. The introduction of this technology to classrooms, should encourage these sorts of thought processes. As previously mentioned, many of these applications relate to real world tasks, and can thus be seen to be extremely practical. Productive pedagogy “Connectedness” lists this as an important attribute of a good learning experience.
Because of the rate of development of this technology, it is important that a user of this technology regularly updates and acquires skills, and keeps aware of any new developments. This can be achieved through professional development, various networking opportunities that are available online, or simply through exploring. Blogs such as the ones this group have been working on, provide a good opportunity for such exploration. They also reinforce the benefits of collaborative learning.
The variety of tools that are available online is truly amazing. Some of the ones that have a very high application for younger learners include Reading Eggs and a variety of mathematics sites that I have used successfully in my current prep, one, two prac. I am also lucky to be friends with the creator of “Phonics Alive” a very useful series of programmes for younger learners.
I have just made another little foray into the world of technology, and after having a web cam sitting in my cupboard for six months, decided to hook it up. I also just joined Skype, and spent half an hour having a video call with my parents.
Having read several other blogs, I have indulged in some reflection on mine. It appears to be lacking in references, so I will remedy this. As this is supposed to be a collaborative learning task, I will also re-read some of the other blogs, and where necessary 'borrow' any necessary bits.
When planning meaningful learning experiences it will be imperative to select appropriate ICT tools for ‘Tasks, Resources and Support Mechanisms’ that will be relevant and beneficial to the students (Oliver, 1999.)
Despite modest gains and often questionable achievements, there is still unbridled interest and enthusiasm
among institutions and organizations for online learning and e-learning as the means for the presentation and
delivery of higher education. Online learning has been mooted as the solution to many of the problems that face
institutions of higher education. Many writers have argued the use of e-learning to attract new markets and new
students. Others have argued its capacity to increase levels of equity and access for existing students, while some
see the new technologies as capable of reducing the costs of delivery of programs and courses (eg. Holt &
Thompson, 1998; Fraser & Deane, 1997; Nunan, 1996). While many of these claims and potentials have yet to
be verified the one thing we have learned from our activities in this domain is that e-learning, when done well,
can improve learning and deliver enhanced learning outcomes and has the prospect to transform the way
education is conducted in these settings (Biggs, 2001) Found this one all by myself.
better put something about Oliver in too, so:
Oliver (1999) argues that a learning design comprises the following key elements:

Tasks that learners are required to do.
Resources that support learners to conduct the task.
Support mechanisms that exist from a teacher implementing it.


Based on Oliver, R. (1999). Exploring strategies for online teaching and learning. Distance Education, 20(2), 240-254.
The three way venn diagram didn't copy.