ONLINE LEARNING
A short response to Prof Paul Leng's article on online learning here: http://www.computing.co.uk/computing/analysis/2152612/learning-experience
I read a recent article by Prof Paul Leng or online learning here
http://www.computing.co.uk/computing/analysis/2152612/learning-experience
and thought it worth responding to
.
As Paul states the focus needs to be “on the learning not the online” . It also needs to be on the change of learning style. Again as stated “The key to successful elearning is the use of technology for communication, dialogue and collaboration.” And I heartily endorse the fact that “Collaboration, it has been said, may be the single most important concept for online networked learning.”
This is the crux. The online environment allows for collaborative learning in a manner hitherto unprecedented. Note that this is substantially different from ‘plagiarism’ which is sadly the oft-quoted consequence of internet based learning. We at Anglia Ruskin University believe we have a successful model for learning online in our innovative BA(Learning Technology & Research ) programme. This is a degree delivered 100% online with no face to face element at all. By our innovative Ultralab research centre. (www.ultraversity.net) It relies heavily on the collaborative element Paul mentions, utilizing closed online community participation as a large element. Currently on out fifth intake we now have several hundred ‘researchers’ as we prefer to call them, all following totally individual degree paths. They learn collaboratively but do not plagiarize. They are mostly in full time employment (and although the degree is also considered full time, most are on target to complete within the suggested three years) again highlighting Paul’s point that “Distance learning also opens the possibility for people to engage in active, participatory higher-education programmes while in full-time employment. Such opportunities make online learning a particularly attractive option for professional career development”
We also to a large extend make use of the asynchronous approach Paul mentions – this too proves highly successful for this model.
This approach relies on ‘the 4 C’s of collaboration’(Boyd 2004) viz:
• Communication: instant messaging, e-mail, Web conferencing, streaming video and voice tools, and other messaging solutions
• Coordination: calendaring, task and project management, contact management, and related technologies
• Collaboration: file and application sharing, discussion, wikis, blogs and other shared-space technologies
• Community: social networking, swarmth (digital reputation, also called karma or whuffie), group decision and other explicit community supports
STOWE BOYD June 2004 http://www.unmediated.org/archives/2004/06/stowe_on_social.php
Successful online learning needs the social networking element in particular as many learners without this simply fall by the wayside. It is mutually supportive and also produces the social element associated with traditional face to face studying but missing from so many IDT (Information Dissemination Technology) type courses. This learning style also relies on learners being active not passive as they have traditionally been in the past but that suits the learning style of the new generation - the Digital Imigrants mentioned by Prensky http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pd
Ultralab is now in the process of dissemination our successful strategies to others in the learning community.
.
As Paul states the focus needs to be “on the learning not the online” . It also needs to be on the change of learning style. Again as stated “The key to successful elearning is the use of technology for communication, dialogue and collaboration.” And I heartily endorse the fact that “Collaboration, it has been said, may be the single most important concept for online networked learning.”
This is the crux. The online environment allows for collaborative learning in a manner hitherto unprecedented. Note that this is substantially different from ‘plagiarism’ which is sadly the oft-quoted consequence of internet based learning. We at Anglia Ruskin University believe we have a successful model for learning online in our innovative BA(Learning Technology & Research ) programme. This is a degree delivered 100% online with no face to face element at all. By our innovative Ultralab research centre. (www.ultraversity.net) It relies heavily on the collaborative element Paul mentions, utilizing closed online community participation as a large element. Currently on out fifth intake we now have several hundred ‘researchers’ as we prefer to call them, all following totally individual degree paths. They learn collaboratively but do not plagiarize. They are mostly in full time employment (and although the degree is also considered full time, most are on target to complete within the suggested three years) again highlighting Paul’s point that “Distance learning also opens the possibility for people to engage in active, participatory higher-education programmes while in full-time employment. Such opportunities make online learning a particularly attractive option for professional career development”
We also to a large extend make use of the asynchronous approach Paul mentions – this too proves highly successful for this model.
This approach relies on ‘the 4 C’s of collaboration’(Boyd 2004) viz:
• Communication: instant messaging, e-mail, Web conferencing, streaming video and voice tools, and other messaging solutions
• Coordination: calendaring, task and project management, contact management, and related technologies
• Collaboration: file and application sharing, discussion, wikis, blogs and other shared-space technologies
• Community: social networking, swarmth (digital reputation, also called karma or whuffie), group decision and other explicit community supports
STOWE BOYD June 2004 http://www.unmediated.org/archives/2004/06/stowe_on_social.php
Successful online learning needs the social networking element in particular as many learners without this simply fall by the wayside. It is mutually supportive and also produces the social element associated with traditional face to face studying but missing from so many IDT (Information Dissemination Technology) type courses. This learning style also relies on learners being active not passive as they have traditionally been in the past but that suits the learning style of the new generation - the Digital Imigrants mentioned by Prensky http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pd
Ultralab is now in the process of dissemination our successful strategies to others in the learning community.