Robotics, an Educational Leap Forward

Robotic technologies give the opportunity to put in practice various mathmatical, scientific, technical and computer science based concepts while tackling effectively various engineering concepts (building mechanics, and setting up gears, mounting wheels on axles, connecting them to a motors, use of sensor, etc.). Various robot kits are available on the market (like LEGO MINDSTORMS NXT).

For more information on LEGO MINDSTORMS NXT, refer to:

www.lego.com/education/school/default.asp?locale=2057&pagename=ict_home&l2id=3_2

The use of robots in an educational setting offers students multiple modes of learning. Not all students easily retain information from the oral lecture style used in the traditional classroom. Some students may be kinaesthetic learners and learn best by doing while visual learners need to see a diagram or chart in order to fully understand. For example, in the neuroscience classroom, classic conditioning might be explained through an oral discussion, a diagram on an overhead projection and then physically demonstrated with a robot.

I am sure that most of MCAST students especially those studying science and ICT subjects will benefit from this type of teaching.

Adaptive eLearning

I found the above video very interesting. The problem they solved is very similar to the problems that we at MCAST are presented with and think that the solution they developed can be implemented by us as well.

The idea show here stresses the importance that eLearning needs to be accompanied with constant feedback for the student. A student could get easily discouraged and drops out if he/she doesn't find the necessary help and feels alone.

Creating Creative Advertising - Part 2 of 2

Creating Creative Advertising - Part 1 of 2

Interview: Want to study while you work?

What follows is an interview with a distance learning student, who also juggles work and family. This is an insight about distance learning from a student's point of view.

Why did you choose to do a distance learning course?
As a full-time working mother, I needed flexibility in the way the course is administered - I needed a course where I could manage my own schedules.

How do the "lessons" take place? What forms of e-learning methods you are making use of?
My course is made up of four semesters. At the beginning of each semester, we are sent a learning package but then material is uploaded on Moodle to which we have single, password access. Moodle is used to give us instructions, and PowerPoint Presentations, scientific papers, videos and other readings are uploaded on regular basis for our perusal. Furthermore, Moodle is used also a platform for participants (learners and lecturers) to interact.

What are the advantages you are benefiting from a distance learning course?
The main advantage is that I can work when I can (during the week it is almost impossible for me, so mostly it's weekends). Additionally I think I have learnt a type of self-discipline which I did not know I had.

What are the disadvantages that you are feeling are holding you back in an e-learning environment?
Sometimes you get discouraged, or you don't feel like doing anything (it's not like having scheduled lectures to which you have to attend). However, our lecturers give us weekly or fortnightly deadlines and this helps manage my time.
Another disadvantage is the lack of human interaction - my course involves meeting up with the tutors and peers at the beginning of every term, and during this one-week meeting the learning that takes place is incredible, especially due to participants all being professionals, each with his/her own baggage of knowledge and experience.

As a former lecturer, which methods of e-learning would you have adopted now that you have experienced yourself? (e.g. blogs, videos, etc)
Videos are very useful because you get very good insights in short time-frames. But I guess it depends very much on the subject as well. Definitely, references to real life scenarios and case studies make learning more interesting. However, I believe that a blend of techniques, including papers, presentations, videos and so on, is a good solution.

E-Learning Tips

I have found the above short video very interesting and to the point. Worth 'wasting' 2 mins. to watch it.

One Goal: Education for all...and the Digital Divide?

The opening of the World Cup yesterday, promoted one common goal - that of providing equal opportunities to learning for all.

This rises the question...but what about the Digital Divide?

Josef Hvorecky (2004) states that the difficulty with e-learning and the Digital Divide is this:

"One of big expectations tied to e-learning speaks about its ability to introduce equal education to everyone. Authors of this claim assert that the possibility of e-courses to reach any corner of our planet will lead to the opportunity of delivering same high-quality education everywhere. The biggest optimists have a vision of top-ranking universities acting over the Internet using ready-made courses for huge amounts of students in Third-World countries. In accordance to well-known practices of e-learning the students would study on their own pace by self-learning. Despite the author’s conviction that that e-learning has this potential, it is not difficult to express several counterarguments against such overoptimistic conclusions.

1.Language barrier

2.Absence of prerequisites

3.Technology hurdles

4.Difficulties with translation:"

For the full article go to: http://www.eurodl.org/materials/contrib/2004/Hvorecky.htm

References: Hvorensky, J. (2004) Can E-learning break the Digital Divide? [Online]
From: http://www.eurodl.org/materials/contrib/2004/Hvorecky.htm
[Accessed on 11-06-10]

Computer Experience & E-Learning

Within the last few years students have encountered a rapidly changing learning environment with a dramatic rise in the e-learning resources available (Fisher, 2000). Fisher (2000) found that all students entering a university regardless of their background and demographic factors have used computers at school and work and as a result are much more at ease with computers than undergraduates entering universities only a short time ago. Frand (2000) emphasises how computer usage has changed over this period: “Most students entering our colleges and universities nowadays are younger than the microcomputer, are more comfortable working on a keyboard than writing in a spiral notebook and are happier reading from computer screen than from paper in hand.”

Bradlow et al. (2002) suggests than this trend can also be attributed to the advance in software and computing power which have made computers more user friendly. One can say that nowadays a lower level of knowledge is now required to make use successfully of computer applications.

References:

Bradlow, E. T., Hoch, S. J. & Hutchinson, J. W. (2002). An assessment of basic computer proficiency among active internet users: Test construction, calibration, antecedents and consequences. Journal of Educational and Behavioural Statistics, 27 (3), 237-254. (Methodology)

Fisher, M. (2000). Computer skills of initial teacher education students. Journal of Information Technology for Teacher Education, 9 (1), 109-123.

Frand, J. L. (2000). The information age mindset. Educause Reveiew, 35 (5), 14-20.

Education goes App - the iSchool

Can we indeed have a unique technology through which learners can learn from?

Here is a video that samples a few ways of novel ways of e-learning through your iPhone:

http://www.youtube.com/watch?v=68KgAcx_9jU


The iPhone already has tons of apps (even free) which are education-related. This novel form of e-learning combines interactivity, with selectivity, lesson planning and collaboration between teachers and learners, whilst keeping up-to-date with technology used by students to make education more accessible and faster.

Do you think that such apps should compliment current traditional forms of teaching, or substitute everything eventually? What is at stake?

Getting Started with E-Learning Outline

I found the below E-Learning course outline very interesting and a broad range of material which we may comment on.

• Defining E-Learning
• Business Issues with E-Learning
• Instructional Design for E-Learning
• Rapid E-learning
• E-Learning Development Technology
• Games and Simulations
• M-learning
• Social Networking - Web 2.0 Technologies
• Standards
• E-Learning Deployment
• Marketing Your E-learning

Further reading could be found on this page.

Podcasting in Education

I have come across this video about podcasting and the way it can be used in schools. I particularly like the idea since the lessons can be made available to students at any time of the day, not only during school hours. Students who, for some reason or other, wish to revise what has been done in a particular lesson can always download it and it is as if they are in class again. Although podcasting can be an invaluable tool if used correctly, what springs to mind is the fact that it can also be abused, in the sense that for example, students may simply decide to miss lessons because they can always have the lesson available as a podcast.

In this video the idea that the podcast is done by the students themselves is also interesting since sometimes students can find ways how to explain principles to their peers which are more effective than the ones used by teachers.

Technology before Learning

I came across this interesting paper by Alexander J. Romisowski, dealing with factors leading to success or failure of an educational technology innovation.

http://www.federal-leadership.net/documents/elearning_failure_study-romiszowsky.pdf

In his own words the author focuses on the 'L' for learning rather than the 'E' for electronic. In order for technology to improve learning, it must fit into students' lives, and not the other way round.

Rominowski categorises four major topics related to e-learning, being Learning itself, the Electronic technology, the Needs that justify the project in the first place, and Management issues involved. (E/L/N/M).

He highlights cases where the 'learning' part in an e-learning project is not the primary objective, which is not a favourable idea. This reflects the fact whether the authors come from the information technology, education, management or performance improvement areas.

Technology (electronic) before learning, needs and management.

In such cases authors of such projects have the premise that technology is the answer...what is the question?

People on the information technology side would have these typical guidelines to go about to create a successful project in this field of work:

1. Design the E-Learning product - starting with a powerful learning management system and creating the structure to house content into 3 categories (static pages, multimedia content and hands on labs (quizzes etc)

2. Build the content and delivery infrastructure (consisting of filling in the three structures with content you have created earlier)

3. Create student services and administrative support (system troubleshooting, password management etc)

4. .... sell the system

Following such steps is a clear case where emphasis is being put on technology rather than on the learning. This also comes before the establishment of a need... a case of putting the cart before the horse. Here we are selecting the technology, then the content and then giving attention to the practicalities of actually making it work. This is an entrepreneurial approach, and quite risky as well, where we first create the product and then try to create a market for it.

Further posts related to e-learning failures shall be found in this thread.

Did you feel compelled to adopt an e-learning solution in your institute by looking at the technological side rather than the needs that have to be satisfied and the effective learning that would take place?

My opinion about the ICT institute is that although moodle has been adopted, it is being used as a repository of data aiding the educators and students to organise themselves via a central storage of notes, rather than a tool to aid collaboration and effective learning. The technology has satisfied the need for effective organisation of course material, but did not satisfy the need of providing a healthy collaborative environment for student difficulties and research, as these needs have been initially disregarded.

The full text of this paper is found in the following link:

http://www.federal-leadership.net/documents/elearning_failure_study-romiszowsky.pdf

Misconceptions of E-Learning

Misconceptions that students might have about e-learning might hinder the growth of this type of studying. Aberasturi and Kongrith (2006) stated that the success of online programs lies in the students’ attitudes. If students do not view online programs as effective and beneficial to their future, the online degree program will remain the second choice for students. Research supports that the quality of learning is equal for both traditional learning and e-learning, but it is unclear whether students view online programs as equal. When all is said and done, perception often drives behaviour (O’Malley & McGraw, 1999).


References:

Aberasturi, S. & Kongrith, K. (2006). Students’ attitudes about online master’s degree programs versus traditional programs. International Journal of Technology and Learning. 2(1), 50-57.

O’ Malley, J. & McGraw, J. (1999). Students’ perceptions of distance learning, online learning and the traditional classroom. Online Journal of Distance Learning Administraiton, 8 (4).

M-Learning

The term M-Learning, or "mobile learning", has different meanings for different communities. Although related to e-learning and distance education, it is distinct in its focus on learning across contexts and learning with mobile devices. One definition of mobile learning is: 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. In other words mobile learning decreases limitation of learning location with the mobility of general portable devices.

Retrieved from: Wikipedia

Diffferent Types of E-Learning

There are three type of learner interaction which can be applied in the context of e-learning. These are:

• Learner-content - where the learner teaches himself, for example, reading text in a library;
• Learner-instructor – this is the most common type of interaction, with nearly all schools and educational institutes applying this method; and
• Learner-learner - students help themselves to learn, by sharing ideas and discussing problems, often in a real or virtual group setting. This is the least common and least conventional of the three modes of interaction, but one of the most exciting for those interested in online delivery, since the use of online forums and email lists generally enable group discussion to a far greater extent than is possible in a conventional lecture / tutorial environment. (Moore, 1996)
  
  E-learning is the evolution that the educational world has been going through in recent years. E-learning cannot be left out of the equation since it is has become an important part in the lives of prospective students who would like to continue their studies but do not have time to study in the traditional setting so far available in higher education institutes.

Reference:

Moore, M. G. (1996). Three types of interaction. The American Journal of Distance Education, 3(2), 1-7, Pennsylvania State University, Pennsylvania.

Senior Citizens using E-learning with Maltese emigrants

This week my grandma passed away and as I was compiling my Wiki, a thought crossed my mind...


What if senior citizens were to teach Maltese to the children of emigrants through the use of video-conferencing, chatting in Maltese, exchange of anecdotes from their own childhood and times of war, etc...? I think it would be very beneficial for both parties.

Sons of emigrants are very keen to communicate with Maltese people; they are constantly looking for their roots! I have learnt this through personal experience when I was in Australia for WYD2008. Young people of Maltese origin, were extremely enthusiastic to meet us just because we had the same surname or knew someone in Malta with their own surname. They even wanted to speak to our parents, even though they didn't even know them, just for the sake of hearing someone speak Maltese from Malta!

In particular, the invaluable stories from times of war, the times when Malta and Gozo were still simple and quiet islands, the development of our nation in what we are today, the daily-lived traditions... All these treasures can be lost forever with the loss of our dear ones, unless they pass them on to the newer generations!

E-learning Hurdles

Probably we all agree of the many advantages that e-learning has over the traditional methods, some of these advantages were mentioned in other posts. But I think that e-learning also has several hurdles that one must break in order for e-learning to be effective. Here I am not referring to the use of technology in the classroom, but to a course which students can follow on their own at home, in their own time.

First of all I believe that to successfully follow a course by e-learning you have to be self-disciplined. You have to set rules for yourself to follow, and make an effort to keep a steady pace. You also have to make sure that you avoid possible distractions that you might have at home, and avoid having the "television temptation" (as the link pasted below puts it).


"you need to be disciplined, organized and dedicated in order to make a success of online education"

http://universityonline.org/distractions-in-e-learning-and-how-to-avoid-them/

Classroom Response Systems

Classroom response systems enable lecturers to facilitate electronic communication with their students through the use of devices designed to facilitate polling, the Q & A process and student feedback in the course. In this case, the lecturer will receive instant feedback on student responses, and grades are automatically recorded for each student. According to research conducted, many lecturers have expressed their appreciation at having a single, standardized, and supported classroom response system. Many students have communicated that using a response pad in class enables them to participate to a greater degree, making it possible to concentrate on specific topics. Although there can be many difficulties supporting a campus-wide classroom response system, it seems to be well worth the benefit. As learning styles continue to evolve, new methods of teaching are becoming necessary to communicate effectively with students. Using a response system during class engages students on a new level and increases attendance. Lecturers experienced in such systems also feel that grades have increased as a result of students’ greater attendance and participation during class.
I have found this rather interesting tutorial on YouTube which provides a sample use of classroom response systems. This video will show you step-by-step how to use Google Docs and the iPod Touch to create a student response system in your classroom.

Social Learning in a Vocational Context

Through my research, I came across a successful case study which uses e-learning within an organisation namely BT. Though surveys conducted internally, BT found that around 78% of its employees prefer to learn from their peers. BT took this research on board and developed, in partnership with Accenture, its Dare2Share project - a collaborative social learning solution that was the winner of the 2008 e-learning solution of the year at WOLCE. This project used Web 2.0 technology including interactive, collaborative, internet-based sites for workplace learning.

Adaptive e-Learning - empowering education

This is a short video which should be interesting for a number of you. It talks about a software environment that enpowers educators to create highly interactive and adaptive educational content. For me e-learning is a completely new subject so it would be interesting to see if similar systems of teaching are used locally.

http://www.youtube.com/watch?v=Srsp88IQ3cU&feature=related

Music and E-Learning

People learn in different ways: some are visual, some auditory, some like movement and some like writing and reading. I found an interesting post discussing the concept of how music helps learning.

http://www.premiumbeat.com/articles/music_in_elearning.php

It gives the example of a young person learning the Alphabet:

Three teachers are trying to teach first-time students the alphabet.

• The first teacher writes the letters on the blackboard but does not pronounce them. Result? Without the sound input, the students have no clue as to what’s being taught.
  
• The second teacher writes the letters on the blackboard while saying them out loud. The students are able to associate shapes with sounds.
  
• The third teacher goes a little further— writing the alphabet on the board, while saying the letters out loud, and then singing the ABC nursery rhyme. The children are greatly interested in the lesson. They not only find it easy to associate the sound with the shapes on board, but are also able to remember and repeat the alphabet as they sing along.

This implies that music can enhance learning and suggests that integrating music in an e-learning course can have the following benefits:

• Provide a multi-sensory learning experience to the learner—audio, video and text
• Facilitate memory retention. When music is combined with information, we find it easier to remember.
• Enhance active learning sessions
• Provide a background sound for learning activities
• Focus attention
• Energize learning
• Enhance theme-oriented lessons

Final tips suggested by this site were:

1. Each one is us learns differently. So while learners with auditory learning style will benefit from the musical input, others might feel overloaded if you use music indiscriminately throughout the course. A good thumb rule is to use music for 30% of the duration of the course.
   
   
2. Variety is essential. Avoid running a single track over and over again through the course. Instead, use appropriate and relevant audio input as and when required.
   
3. Silence is important. Don’t force the learner to listen to a variety of music throughout the course. Give them breathing space.
   
4. Avoid music with lyrics. It can distract and interfere with learning.
   
   
5. Avoid using music in the assessment modules.

I've never used music apart from in TEFL classes but it might be an interesting thing to consider in our attempt to keep on being more creative and interesting.

You CAN Read!!

The catchy tune is still stuck in my head some 15 years later! 'You can read, you can read, you can read, you can read, yes indeed, you can read...'

Who can remember these educational videos from way back when? As a young child I remember my brother and I sitting transfixed in front of the television for hours on end watching the 'You CAN read' videos! We used to love them! They had interesting stories in them with colorful pictures, catchy songs and short clips- all with a hidden educative message. Oh we used to shout the words along with the narrator, feeling as though we were part of the story. Back then it was as entertaining to us as cartoons! Why Istill remember some of the stories like that of Chickin Lickin!

I'm sure that if you have seen these videos, or perhaps you have shown them to your children you will agree with me when saying that they are e-learning at its best! Even though there is no face-to-face communication the children learn so much from these films! Not only do they learn how to count, read, and recite stories but they may also pick up the superb accent!
I believe that these videos are great proof that not only does e-learning work, but it can be introduced at all levels of education and may be quite benefical to the viewers!

Originality?

e-learning and Memory Retention

I have just come across an interesting article(http://www.communication.howstuffworks.com/elearning2.htm) regarding the benefits of e-learning when it comes to memory retention. E-learning is more effective in that it can incorporate several elements such as text, images, videos,etc...which thus make learning more interactive and fun. Moreover it allows the learner to pace themselves and learn in their own time. When the type of content is varied such as a mixture of images and sounds or the inclusion of quizzes, it is easier to remember the content. An added advantage is that e-learning can provide immediate feedback which allows the learner to move on to the next step immediately. Last but not least, it is also helpful to create an online community of learners which can still allow discussions and exchange to take place just as in a classroom.

Apps encourage group sharing and collaboration

Last week I saw three students congregated round a computer screen and they were so immersed in their conversation that I couldn’t help but observe them and listen to their discussion. The students were collaborating together and sharing their ideas. They were visibly engaged and they were teaching each other how to use the application well. I also overheard their plans on how they intend to share and exchange the resources related to the application. Without even realising they were trying to decipher a plan that will lead to the greater good of each of them – a utilitarian perspective that is so widely diffused in business ethics. Their conversation even led them to practice resource bartering. In just ten minutes, these students had applied more concepts than I would have ever hoped to teach in an hour. The students were playing FishVille.

Notwithstanding the fact that I refuse to participate in any “second life” (or real-life mimicking games that do away with the consequences of harsh reality), is there any educational value in such games? I stand to be convinced…

Early e-Learning: ATARI BASIC Cassettes

When I was 3 years old in 1982, my Dad bought an ATARI 600XL. This machine was one of the home computers of that time, of which there were several, including the ZX-81, Spectrum, BBC Micro, computers from Texas Instruments, and, of course, those from ATARI. At that time, games were loaded in two ways: either by inserting a cartridge, or by loading the game from a cassette loader device. Remember the old cassettes from which we used to listen music to from our walkmans (or it is walkmen?)? These cassettes were exactly the same, only they contained games, not music.

Interestingly, however, ATARI provided some educational stuff together with the computer: a book, called Atari BASIC: A Self-Teaching Guide (http://www.atariarchives.org/basic/) and... a accompanying cassette called An Invitation to Programming 1: Fundamentals of Programming. And this cassette, in my opinion, was clear-cut e-Learning from start to finish.

This cassette (of which there were 3 later sequels that people could buy) was quite novel. It provided an explanation of programming concepts using a combination of speech (from the cassette) and screen output. Sometimes, it even stopped for some input from the user, for him or her to answer a question being posed. It also asked the user to write simple programs to see whether or not the user was learning. For something released in 1979, it was very remarkable and ahead of its times. And it worked: I learned how to program at the age of 8 by following this cassette and its sequels.

Equally interesting, I haven't seen anything similar to this kind of learning since then, until relatively recently. Why did it take so long for the idea to sink in? Why are people talking so much about e-Learning now, when the technology was already available in the late seventies?

Should Smart Learning be fun?

On Malta's National e-Learning Strategy 2008-2010

"e-Learning is learning and teaching that are facilitated by or supported through the smart use of information and communcation technologies (ICTs); it will be used to help make learning more meaningful, motivating and fun"

Is e-Learning really facilitating teaching?
Should e-Learning be fun? I would suggest instructive
Is e-Learning facilitating our work?

What's your opinion?

Face-to-face delivery versus E-learning

Some people are hostile towards the development of e-learning; their argument being that this method of teaching and learning prevents interaction between the lecturer and the student. However, this may not be the case. Indeed e-learning can actually increase interaction as it shifts the student from a passive learning role to an active learning role. It also provides both the participant and the lecturer with tools to log and maintain real-time information and respective corrective measures.

E-learning is also collaborative because students create a learning network with their peers through a virtual learning community and can also give access to mentors and educators. This helps students in problem solving and decision-making in a very efficient way.

Furthermore, e-learning is deemed to be cost effective due to an engaging and effective training process. With the focus on the participant, e-learning can ensure students fully manage the training content, ultimately leading to increased job performance and stronger results.

A Weird One Brick Studios Short: E-Learning and YOU!

learning and teaching in mathematics

Recent years have seen a greater focus on learning and teaching in mathematics and its applications in higher education. What should the study programme contain and how should it be taught? How best do we serve the needs of those who require mathematics as part of their study of another discipline? There will, no doubt, be many valid answers to these questions. As we write, there is in the UK what we might refer to as the 'official' answer, embodied in the December 2001 draft of the Quality Assurance Agency for Higher Education (QAA, 2000) Benchmarking statement, which covers mathematics, statistics and operational research (QAA, 2001). In this we see that a graduate who has reached the modal level should be able to:

● Demonstrate a reasonable understanding of the main body of knowledge for the programme of study.


● Demonstrate a good level of skill in calculation and manipulation of the material within this body of knowledge.


● Apply a range of concepts and principles in loosely defined contexts, showing effective judgement in the selection and application of tools and techniques.


● Develop and evaluate logical arguments.


● Demonstrate skill in abstracting the essentials of problems, formulating them mathematically and obtaining solutions by appropriate methods.


● Present arguments and conclusions effectively and accurately.


● Demonstrate appropriate transferable skills and the ability to work with relatively little guidance or support.
It is stressed that 'students should meet this standard in an overall sense, not necessarily in respect of each and every of the statements listed' (QAA, 2001). There is no attempt to set a 'national curriculum' but a clear generic description of the type of skills and qualities we should look to be fostering in our programmes.
Not surprisingly, many of the themes in the bullet points above surface again and again in a generic discussion. At the same time we have been keenly aware that the learning experiences of students who have to engage with mathematics and its applications cover a wide spectrum. This will range from foundation level material, preparing students for entry to other numerate disciplines, to advanced level specialist mathematical study at or near the contemporary frontiers of the subject.

Bibliography :

Effective Learning & Teaching in Mathematics & Its Applications Edited by peter kahn & joseph kyle

Using Technology that Students LOVE for Teaching

I do not want to be boring, but further to the video I posted this morning entitled Mobile Learning, please see also this video. It contains some amazing statistics but more importantly it contains a solution that we teachers might very gladly welcome. How many of us complain that the students just shut off when we start explaining and we repeat theories over and over again to no avail? How many of us complain that the students are more interested in their mobiles than in our lessons? The content of this video might be our salvation!

Wii Fit: A type of distance education?

By definition, distance education can be considered as “any formal approach to learning in which a majority of the instruction occurs while educator and learner are at a distance from one another” (Verduin and Clark, 1991: p. 8). Therefore, is Wii Fit a form of distance education?

Wii Fit is a formal approach to learning. It presents a “tailor-made” guide towards achieving fitness and it introduces users to a more holistic view of fitness and healthy living. Most (if not all) of the instruction occurs while the educator and the learner are at a distance from one another. In fact, users around the world rarely get to meet the fitness experts who provided their contribution to design the Wii Fit training programmes.

If Wii Fit is an example of distance education, then the efforts of Nintendo to overcome the disadvantages that are usually associated with distance education are commendable. People around the world are encouraged to challenge other users worldwide, thus reducing the feel-alone factor. Wii Fit has even hit some classroom environments, creating a healthy competition between peers and motivating some students to get fit. Some universities are giving credits to students who exercise using Wii Fit on a regular basis!

The following are some related articles:

• Students get in shape and get credit for Wii class


• Wii Fit in Schools: Does it Have a Place?

Mobile Learning

I have found this video really interesting. It is literally amazing how so many school applications can be centralised on such a small gadget and made available to all, that is students, teachers and parents. I feel confident that with the enormous technological advancements that are being made, we will one day have such a scenario in our schools. Imagine us teachers being in class and not having one single student who forgot his notes, his assignment or even his pen at home! That would be a blessing unless of course he forgets to bring his iSchool with him!!

Does technology make all jobs accessible to everyone?

This video provides a glimpse of a research project being conducted by BMW, demonstrating how the automotive industry might operate in a few year's time. This teaching strategy might even be adopted to train mechanical/electrical engineering students at MCAST.

Technology makes all learning seem foolproof and accessible to everyone. After I watched this video, I felt that even I would be able to manoeuvre around my car (despite the fact that currently I consider myself lucky to be able to locate the windscreen water tank). Similarly, today everyone can be a music composer or a designer with the aid of computer software... and you don't even need to know the theory or the science behind anything! Technology enables everyone to be a jack of all trades. Is there any role for in-depth learning and specialisation any longer?

STUDY FINDS LINK BETWEEN FACEBOOK USE, LOWER GRADES IN COLLEGE

A recent study shows that college students who use Facebook spend less time studying and have lower grade point averages than students who have not signed up for the social networking website, according to a pilot study at one university. However, more than three-quarters of Facebook users claimed that their use of the social networking site didn't interfere with their studies. There is no direct proof that Facebook leads to lower grades and less studying but there seems to be a relationship. While this was a relatively small, exploratory study, it is one of the first to find a relationship between college students' use of Facebook and their academic achievement. In addition, users said they averaged one to five hours a week studying, while non-users studied 11 to 15 hours per week.
Personally I agree with this study and think that there is a very clear link (direct or indirect) between Facebook usage and academic performance in students, it is interesting to know more about this matter keeping in mind that almost every student spends at least some time on Facebook every day.

Scare tactics, blocking sites can be bad for students/kids

According to a report released Friday by a committee tasked by the U.S. government to explore online safety, scaring children about the dangers of the Internet and blocking access to social-networking sites can do more harm than good. Schools often filter sites or block social networks, believing it is in the best interest of the students. But students can get around the firewalls and filtering technology, while blocking the sites can have a negative effect on student safety, the report warns.
This is related to MCAST since certain websites, including social-networking sites are not accessible. I think that filtering these sites is the easiest way to prevent students from deviating from their studies during school hours and although the report says that this might have negative impacts, this method is by far the most immediate and easiest solution for this matter.

Anybody using a VLE for distance learning?

Is there anyone out there using a VLE for their own distance learning courses, and can share their own experiences?

I do use a VLE for my post-graduate studies and besides making regular visits abroad, I also had the opportunity of listening to a prerecorded lecture via the VLE which included a visual presentation, as one of the long-distance tasks. It was a fantastic experience, especially having had previous face-to-face sessions and class discussions. Just listening to her voice was a relief, and I found it quite motivating which was a boon in face of the geographical distance which can be a demotivating factor. However, I cannot say that the VLE can easily replace traditional face-to-face teaching. I see it as complementary.