Mads Bo-Kristensen on the Vejke Digital Schools blog reports on the development of Dansksimulatoren which is an online speech recognizer based language learning platform for foreigners to learn Danish. It was tested and evaluated at three language centers over six months.
The final report, prepared by UNI-C, an agency under the Ministry of Children and Education, concludes that Danish simulator is able firstly to create savings, but also being very well received by brugerne
Video and details of the reports
Helge Scherlund reports on a recent news report from Kazakhstan where eLearning is being introduced where they believe that by 2020 all students will be using the internet and social media in their learning.
Kazakhstan’s entire educational and scientific system involving around 18 thousand organisations and almost half a million of teachers are designed to hit the target, with a third of the country’s population striving to obtain high-quality knowledge.
Teachers are fully capable of coping with the challenge. For every teacher there are slightly more than 10 pupils out there. The government invests tremendous funds because innovations in many areas depend on educational innovations.
From the CTA Web2 for Dev Gateway blog, they review the efforts in the past year where during series of workshops and other initiatives, participants were introduced to a range of web2.0 technologies and networks, exploring what could be done using them. They have a range of activities for the last quarter of 2012 including within existing agricultural business and communities.
One year on and the impact of these sessions has far exceeded expectations. MINAGRI has consolidated its presence on Facebook and Twitter, and CICA run two on-the-job training for MINAGRI and projects’ staff. A total of 50 individuals (42% of whom were women) were trained in the use of VoIP, online mapping and professional / corporate social networking in 2012.
Raul Quispe reports on a recent TV initiative in Chile to educate communities and showcase scientific and technological developments that are improving communities. There are 25 one minute long episodes and they are also on display at the Salvador metro station.
Nicole learns cellular biology while playing her computer, guided by virtual scientists with whom she has to save, repair and move different kind of cells on seven missions. Kokori (initiative funded by CONICYT’s Fondef) is a 3D strategy videogame in real time and the goal is to promote learning through entertainment.
Interrupting the scheduled broadcasting…. to bring you an exciting chance to join in a conversation that is continuing to blossom amongst educators who are passionate about changing education. Is this you?
If you’ve never tried a Mooc before, this is a chance to get a feel, connect and share in meaningful discussions with a range of educators around the world and the developers of the original Moocs. (The original Moocs are the ‘brand’ and the Stanford/Harvard Moocs are like the ‘generics’ ) Your opinions and your students’ opinions are invaluable to these discussions so invite your students along too or ask one of the facilitators for advice about how to do this.
Jaraad reflects on his experiences learning computer science and how at times the application the real world was absent in the methods of delivery and content.
First time I learned about Fibonacci series was in a computer class when the instructor gave us homework to write code to generate Fibonacci numbers. The instructor gave us the formula and showed us an example of the numbers in the series. The numbers are: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, etc. At that time, we didn’t have internet or Wikipedia to learn more about this Fibonacci series. I recently discovered something new and interesting about it. The pattern of these numbers appears in branching in trees and in the arrangements of some spirals fruits like pineapples [Wikipedia]. This series was first discovered by studying rabbits.
There’s a nice Fibonacci and doodling video on the blogpost too
Dr Staub was recently asked by his district to start implementing a blended learning program. He surveyed his staff and has included the discussion notes in the post. Some likes included flexibility between disciplines and dislikes included lack of interaction and nuanced conversation being missing.
I wonder, if traditional students were not compelled, how many of them would show up? How many would do the work? This is not an argument about whether students should be forced to take classes. Rather, this is a suggestion that for too long traditional teachers have used the mandatory attendance and completion of a course to teach lazily, without excitement, and without student engagement. Such teaching, whether traditional or online, will lack results in achievement
Steph R Rivera has started to read Nikhil’s One Size Does Not Fit All: A Student’s Assessment of School and is finding that she agrees with many of the points he is making so far.
It’s not your typical student complaining. Nikhil presents thorough explanations to why he makes these statements. With supporting evidence that will make you say, “Are you kidding me?” He states opinions I had back in high school, popular opinions for that matter. But the difference between him and myself along with the common “high school complainers” is we never took it further than just complaining about it. We are raised to think “that’s the way things are, deal with it.” I was raised to think that as a student, there was nothing I could do about it. “Accept the system, you can’t change it” is what I believed my entire K-12 education.
Fleep Tuque who is well known in both online education and virtual worlds communities expresses her passion for the concepts of virtual worlds and issues a plea to develop virtual worlds beyond the experiences and platforms of the last few years. She reflects on her experiences and hopes whilst she began to explore 3d virtual worlds seeing an open metaverse where anyone could develop in virtual worlds and improve theirs and others prospects in the real world too. She spent a lot of time developing and using Second Life for education but feels a hostage as she is not able to reuse her content anywhere else
Imagine you are writing that novel you’ve always dreamed of writing, the novel that will change the world. And it’s early on in the development of software for writing novels, so there are only one or two platforms that allow you to even do it. One of the downsides of these early platforms is, you can only ever work on your novel on their servers, and the only copy that exists of your novel only exists on their servers. But hey, there aren’t any other good options out there, so you dive in, pouring your heart and soul into writing the best novel you can.
The more you add to your novel, as the years pass, the more attached you become, until one day something terrible happens. You lose your job, or you get sick, or the stock market crashes, whatever the reason, suddenly you can’t afford to pay for access to your novel. And just like that, all that work, all that effort, gone in a blink. Or one day the company changes its mind and decides it doesn’t even want to host novels anymore, novels are not their target market now, who needs these novel writing people! And just like that, all that work, all that effort, gone in a blink
Tasnim has been exploring digital life and Islam for a couple of years. She looks at the use of clothing on avatars and whether there is a difference in exploring and expression opinions in online spaces.
“I’ve come across a number of projects and articles examining Muslims and the metaverse, from virtual hajj tours and Islamic sacred spaces in Second Life to academic articles on the concept of “e-hijab,” which the author describes as Muslim women whose avatars wear the e-hijab as a clear visual manifestation of religious identity”