The case study about the essay writing module was a bit too heavy on theory I think. It would be better to mention the design models after I have demonstrated the module and explained what the eCDF project is about. More features in the module need to be shown and how they relate to an authentic task for information literacy.

The talk about the design models - ADDIE (analysis, design, development, implementation, evaluation) and 4Cs/ID (four components instructional design - learning task, just-in-time, supportive information, part-task practice) - needs to be separated yet linked to the practical side of things i.e the module.

The presentation needs to be recorded, maybe separate the theory and do a demo of the module using Camstudio as well for offcampus students...must ponder more on this. The presentation tomorrow will be mainly about the practical side of the model and I will refer them to more detail about the theory on Blackboard.

Is there still a place in education for prescriptive, static resources? Its like we can't change the world overnight and have everyone setting up their own learning environments. Even if we did isn't it appropriate to have an array of resources to choose from? Is it feasible for every learner to create their own resources? Really it is a contradiction in terms....why do we bother to write scholarly tomes and articles, produce quizzes...why not just let the learner create their own? I am going round in circles.

Is the question really about education or learning?
Can we learn more effectively from others or from books?

One thing I'm certain about and that is the importance of facilitated and scaffolded learning. And choice for all learners is important, and for some time yet the choice may still include the static world of a traditional library or textbook, but it is up to us as educators to move people into multimedia options and more exciting ways to communicate and network.

It is frightening that many educators still think they can teach without engaging with some form of technology. In the 21st century!! The information age!! Information has only become so important and accessible due to the presence of the Internet. Now we need the tools to manage and interpret it.

The question is do we throw learners in the deep end and only let them surface when they see what we see or do we throw them the odd lifebuoy or do we put them in a proper sailboat?

Every learner will see things at different stages so this needs to be respected and supported. There are so many options to choose from now so the best bet would be to keep it simple.


  1. Leigh Blackall said...

    Regarding your presentation Bron, I think reversing the order is a good idea, although this would mean you have to redo your presentation slides. One thing that did concern me is that through the presentation of the OIL project, I fear it reinforces the problem of people thinking more about content production when they consider online learning. I think this is a problem because the content production of this quality is not the traditional role of a teacher - nor could it be its so involved - and is financially unsustainable - content doesn't pay for itself, Australian Toolboxes et al.

    Regarding the paradigm shift in the power dynamics if teaching and learning brought on by info communications technologies you refer to - It's a troubling issue isn't it Bron. There are so many other factors involved like the political environment, the power realtionships (not just between teacher and learner, but teacher and teacher), bandwidth and access, and of course skills in digitally networked communications.

    All we can do at this point in time is investigate them thoroughly ourselves, be open and transparent in what we do and find, and try and build an OP learning network around these issues. It means surrendering our inherent power as EDC staff, and asking other to join us as equals in this exploration.

    You saw the reaction when I proposed us negotiating the assessment for this course together... speaking of equality is one thing, getting the power holders to relinquish, and the power avoiders to take up is a pretty touchy move.

    Personally, I hope the people doing the course stumble into this blog of ours read through it and comment in, and maybe even see the oppotunities of communicating like this.

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