An OGMGC article reports on a recent initiative with the Ministry of Health in Guyana where healthcare professionals have completed a Public Primary Healthcare program through eLearning.
The boost to the public health sector was made possible through e-learning courses – Renewal of Primary Health Care and Leaders in International Health – that were channelled through the Virtual Campus for Public Health Online Courses
They see this as a route to expanding the development and learning for healthcare professionals so that it becomes an everyday experience
Martin Ebner shares his presentation from a recent symposium where he was invited to discuss the topic of ‘digital natives’. He looks at digital literacy, digital divides, digital identity, the appropriateness of current educational practices for today’s students. The presentation also provides data about usage of mobile learning and how young people are using their devices
Christoph Meier recently decided to experiment with social content curation and describes his experiences
In essence, it is about finding content, select, contextualize, organize, publish and to get people talking.
He mentions the importance of visual representation and provides a range of links to open resources including the German Digital Library via a scoop-it page.
He would be very interested in receiving thoughts and tips on the value of curating content both as teachers and learners and whether there are possibilities for developing criteria about the resources as information for other learners?
In full, English
Dr Stefan Popenici reviews discussions about economics, moocs and universities’ role in changing themselves or having less impact on what could be described as education. He highlights differences in perceptions of academic roles, their status and influences on changing academic practices. He looks at the current economic models and management practices where risk taking by both academics and students has not been ecnouraged or supported.
He looks at the ‘ideas’ initiatives which churn out ideas and describes how a push for greater efficiency is removing the conversation away from universities
These forums of ideas and debate have no equivalent initiative organized by an academic institution in the last decade. This used to be an integral part of any university mission, but the culture of debate, inquiry, exploration and public conversation crumbled under the pressure of efficiency. Universities are not capable nor even interested to have something similar and most academic conferences are now paper-presentation-marathons with little if any discussion about what goes today as serious research
He goes on to look at Moocs and questions the economic viability, the engagement of large audiences and reflects on the ability of tools and platforms to realistically change the future.
Tea describes an eTwinning learning lab that she has launched in Spanish about using Web 2.0 tools. She demonstrates an answer garden which anyone can type in to answer the question
One of the first activities was to create an AnswerGarden with a question which Web 2.0 tools have you used before. By providing a link to your blog or any page, you get feedback and brainstorming.
In a follow up post she provides a list of a range of Web 2.0 tools that have been used in the Learning Lab including Animoto, Prezi, Vimeo.
The full list
Aldina Dzebo reports on an eClassroom initiative in 2012 aimed at elementary students who can choose their own learning areas and access learning materials and resources as they need.
Courses last between five and ten weeks and all of them include video presentations on their given topics, as well as weekly assignments that students must complete. Upon completion of the course, students are given certificates in both the local language(s) and in English
The areas include arts, music, natural and social sciences, linguistics. The project formally launches in October with courses running from December onwards.
emelieloeb takes a look at Libyan universities, noting changes in freedom of expression for students but is unable to find signs of radical change in sharing of ideas and learning practices. She wonders about the connections between those who opposed to Gaddafi who now expect educational positions as highlighted by a professor in Tripoli.
A year is a relatively short time compared to the extent of Gaddafi’s rule. It is only natural that students would like their educational institution to reflect the political change of their nation, but it will take Libya many years to see all of the changes that students are craving.
It will be interesting to see what students continue to do to encourage change in the educational systems.
Minulii takes a look back at technologies she has used – in school using different Apple technologies and she later took classes in IT where she learnt about using the interne, creating websites and editing photos. She thinks of IT as tools but remembers playing educational computer games as a child. She enjoyed the discussion groups more than the lectures.
Later in the post she reflects on gaps with technologies including countries where Internet access is more restricted and refers to a study which notes the importance of being able to find relevant information
Students more often search for relevant information, without taking into account how credible the obtained information is
Jorie reflects on the use of technologies and how it can create meaningful learning opportunities which have resulted in reduced student absenteeism and creating opportunities for independent learning. She has observed her teaching colleagues preparing technologies and media and notes the amount of time involved. She looks at the internet use by both teachers and students seeing advantages of being able to find interesting resources but notes being able to find precise information can be challenging
The achievement of technology in instruction is the effectiveness on how it is being incorporate in the teaching-learning process. Teachers should skillful enough and innovative to create new ideas in order to build meaningful learning environment.
From the Association of Colleges West Midlands blog, they have announced the expansion of eLearning programmes across South Staffordshire College. They started a pilot in 2011 and used grant funding to purchase equipment including video camcorder and iPod Touch devices. They are looking to extend the programmes and technologies to network with learners and teachers across other local institutions.
Stephen Wileman, E-Learning Manager at South Staffordshire College says the integration of technology within teaching is constantly evolving.
“E-learning projects like these also provide students with the opportunity to understand and appreciate the value of integrated and advancing technology and involve themselves in discussions on how best to develop key skills that are directed towards their own sector specific careers.