Well Stated!! At times, things get to far away from the student and the
learning they seek.... might be time for some common sense tablets.
Jeff "Jake" Jaeckle
Curriculum Manager - New Media & Photography
City of Bristol College - College Green
Faculty of Art, Design, Media and Performing Arts
St. George Road
Bristol BS1 5UA
email: [log in to unmask]
Voice: 0117 3125143
>>> [log in to unmask] 03/11/05 9:49 AM >>>
Do we really want to divorce ourselves from the idea of eLearning? One
of
the biggest problems that I see is that too much teaching be it
face-to-face
or 'eTeaching' is done with no thought to the learning that is sought in
the
student or pitched at a level that is inappropriate to the student.
________________________________________________________________
Dr W. Rod Cullen
Distributed Learning Advisor
TLAO
186 Waterloo Place
Oxford Road
Manchester
M13 9GP
Tel 0161 275 8102
_____
From: Virtual Learning Environments [mailto:[log in to unmask]] On
Behalf Of
Derek House
Sent: 11 March 2005 09:30
To: [log in to unmask]
Subject: Re: [VLES] When is a VLE not a VLE?
Julian
I did raise the idea of us being in an eTeaching scenario some time
early in
this discussion. It is absolutely clear that what goes on in the
individual
environment of the so called eLearning zone is actually inspired and
motivated by the teaching medium. We should therefore,of course,
divorce
ourselves from the idea of eLearning and rename it eTeaching.
It is, after all, the nature of all study with respect to this
technology
that we predominate in the teaching technology issues, delivery,
assessment,
mentoring, tutoring, resourses, etc. None of these issues is studiey by
students when they are learning online or in the eMedia.
Cheers
All
Del
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf
Of
Julian Swindell
Sent: 10 March 2005 17:03
To: [log in to unmask]
Subject: [VLES] When is a VLE not a VLE?
Dear All
I have watched this list for some months, without feeling much urge to
contribute, but, as with many others, the comments flying around that
took
it off list, have stirred me out of my lethargy (and the result is more
or
less cogent to this list).
Over the aeons we have developed and used an endless number of
teaching/learning systems.
* Cavemen scratched pictures of deer and lions in the sand to
teach
their kids what to eat and when to run. And the kids managed to get it
right, despite Dad being a completely uncool Neanderthal who still
chipped
his axes.
* Boring old school masters made boys learn by rote, chant their
answers and copy on slates and still William Shakespeare learnt to write
the
greatest of English plays.
* Crusty Cambridge dons hectored students in Latin verse and still
Newton learned how to unravel the physics of existence.
* Now we use computers and whiteboards and presentation systems
and
VLEs and still the students come out having learnt just as well as the
ones
I taught with those new-fangled overhead projectors all those years ago.
No matter how hard we teachers work at it, we just can't stop people
learning. The ability to learn is possibly the most important defining
feature of humanity. We may help in this process, but when we do, it is
not
usually in the way we anticipated.
So what serious point am I trying to make? People will learn, whatever
environment they are immersed in. We can encourage, advise, criticise,
praise, motivate, assess, demoralise (sadly) or whatever, but the basic
learning they do themselves. When I look at how most VLEs are used, I
think
"They are not learning environments, they are teaching environments."
The
learning goes on between a student's two ears, not in front of her two
eyes
and certainly not inside the processors of a computer. VLEs can be and
will
be very useful tools, but as is so often the case with any new tool, we
the
practitioners run the risk of concentrating on the tool itself and not
the
people we are trying to aid through its use. I think this is why this
list
suddenly erupted, when it did go off list and started discussing ideas
rather than processes. Then we all became learners and wanted to make
our
own points.
The message from Stuart Lee today, on E-learning: Some student
reactions, I
think makes the point that I am struggling to make:if we want to discuss
learning, we need to talk to the learners. The discussions we have
amongst
ourselves are often of no greater consequence than those old
Shakespearian
school masters discussing what sort of chalks to make their boys use for
the
next copying session. Young William didn't care. He was miles ahead of
them.
If anyone can figure out what I'm trying to say, I would be interested
in
hearing!
Julian
--
Julian Swindell,
Principal lecturer in GIS and digital education
Royal Agricultural College, Cirencester, GL7 6JS, UK
tel. +44(0)1285 652531 fax. +44(0)1285 642740
email [log in to unmask]
http://www.rac.ac.uk/~julian_swindell
-----Original Message-----
From: Virtual Learning Environments [mailto:[log in to unmask]]On Behalf
Of
Anita Pincas
Sent: 10 March 2005 15:16
To: [log in to unmask]
Subject: Re: [VLES] List Moderation - Re: [VLES] How widespread is the
use
of the term (and the concept) of e-learning?
Dear Matthew, and others,
I know you asked to be contacted off-line, but - as one can see - people
are
continuing with a slight change of subject header.
I think it would be a pity to cut off one of the rare online discussions
that has aroused considerable reactions of so many varied kinds,
and offered quite stimulating titbits, especially from the very will
informed Niki.
As a discussion between total strangers [I have come across only one or
two
familiar names] I find it a model of useful internet interaction. Even
the
rare little flaming gives it a touch of reality, and certainly has not
spoiled it in any way for me. It is something to show the sceptics that
cyber-talk among strangers does have a point. I very rarely feel
impelled to
bother, but this time....
Anita
At 11:04 AM 10/03/2005, Matthew Tipson wrote:
Dear All,
As Amber mentioned in her posting about list moderation, we have
attempted
to maintain a 'light-touch' with this list to encourage discussion and
free
exchange of ideas. However, we have to balance the interests of all
member
of this list and I believe that the current discussion has now moved
beyond
the reasonable boundaries of this list.
I would therefore ask that anyone who wishes to continue this discussion
should await instructions about the formation of a more appropriate
forum
for these discussions. Please do not continue to use this list for this
discussion.
If you wish to contact me regarding this decision please contact me
off-list
at [log in to unmask]
Regards,
Matthew Tipson
Content Officer - Technology
Ferl, Becta
t: 024 7641 6994 ext 2216
f: 024 7684 7166
e: <mailto:[log in to unmask]> [log in to unmask]
<http://ferl.becta.org.uk> http://ferl.becta.org.uk
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