tag:blogger.com,1999:blog-18156822199186842952024-02-07T19:24:27.181+13:00Social eLearningVickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.comBlogger81125tag:blogger.com,1999:blog-1815682219918684295.post-1369890268827683052012-02-27T13:24:00.000+13:002012-02-27T13:24:08.820+13:00Kick start Language iPad project - My first blog post<div style="font-family: Arial,Helvetica,sans-serif;">
I am from ........<br />
I have been in NZ for ..........<br />
What I want to achieve from this coures.<br />
<br />
<br /></div>
<a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/nz/88x31.png" style="border-width: 0pt;" /></a><span property="dct:title" xmlns:dct="http://purl.org/dc/terms/"> <span style="font-family: Arial,Helvetica,sans-serif;">this blog post</span></span><span style="font-family: Arial,Helvetica,sans-serif;"> by </span><a href="http://socialelearning.blogspot.com/" property="cc:attributionName" rel="cc:attributionURL" style="font-family: Arial,Helvetica,sans-serif;" xmlns:cc="http://creativecommons.org/ns#">Vickel Narayan</a><span style="font-family: Arial,Helvetica,sans-serif;"> is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license" style="font-family: Arial,Helvetica,sans-serif;">Creative Commons Attribution-NonCommercial 3.0 New Zealand License</a><span style="font-family: Arial,Helvetica,sans-serif;">.</span>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com1tag:blogger.com,1999:blog-1815682219918684295.post-17239947956820491402011-05-16T10:56:00.000+12:002011-05-16T10:56:19.379+12:00What education should be like!<div style="font-family: Arial,Helvetica,sans-serif;"><iframe frameborder="0" height="225" src="http://player.vimeo.com/video/22591307?title=0&byline=0&portrait=0" width="400"></iframe><br />
<a href="http://vimeo.com/22591307">Hip Hop Genius: Remixing High School Education</a> from <a href="http://vimeo.com/hiphopgenius">sam seidel</a> on <a href="http://vimeo.com/">Vimeo</a>.</div><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/nz/88x31.png" style="border-width: 0pt;" /></a><span property="dct:title" xmlns:dct="http://purl.org/dc/terms/"> <span style="font-family: Arial,Helvetica,sans-serif;">this blog post</span></span><span style="font-family: Arial,Helvetica,sans-serif;"> by </span><a href="http://socialelearning.blogspot.com/" property="cc:attributionName" rel="cc:attributionURL" style="font-family: Arial,Helvetica,sans-serif;" xmlns:cc="http://creativecommons.org/ns#">Vickel Narayan</a><span style="font-family: Arial,Helvetica,sans-serif;"> is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license" style="font-family: Arial,Helvetica,sans-serif;">Creative Commons Attribution-NonCommercial 3.0 New Zealand License</a><span style="font-family: Arial,Helvetica,sans-serif;">.</span>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com1tag:blogger.com,1999:blog-1815682219918684295.post-88914762088595832482011-05-14T15:11:00.001+12:002011-05-14T15:11:26.530+12:00Shave4Cancer shave offhttps://picasaweb.google.com/m/viewer#photo/dayling92/5592753064963540609,authkey:Gv1sRgCL6l6afS-L2bMw/5592753243402994786<br /><br /><br />- Posted using BlogPress from my iPhone<br />Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-67535436923207508242011-04-21T11:07:00.000+12:002011-04-21T11:07:56.428+12:00Another Student Feedback from a Project - Authentic Learning and Web 2.0<div style="font-family: Arial,Helvetica,sans-serif;">I was a student enrolled in the Certificate of Boat building<br />
program at the Institute of Applied Science, Unitec. One of those exciting<br />
things during the course is the elearning perspective based on Web 2.0<br />
technology and applications, which was introduced and promoted by Vickel.<br />
<br />
Despite the concept of Web 2.0 sounds quite complicated or specialized,<br />
this new educational approach actually uses daily computer software and<br />
program, online applications and resources, and other IT technologies we<br />
use everyday, such as 3G network on our mobile, recording video and taking<br />
pictures with camera or smart phone, etc.<br />
<br />
Based on this approach, we (tutors and students all together) established a<br />
comprehensive Web2.0 e-learning platform. Everyone got their own Blog. In<br />
the blog, students can write down what they have done today, what are they<br />
thinking, or what kind of help they need. Other students and tutors can read<br />
his blog and make comments on it. Moreover, blog is also used to create<br />
students’ portfolio (now we call it e-portfolio). Students are asked to take<br />
photos and videos during the workshop, and upload them to the blog. Other<br />
internet applications and webs, such as Google Docs, Buzz and YouTube are<br />
used as well as useful tools to improve communications between students<br />
and tutors.<br />
<br />
I really liked this Web2.0 concept and I think its application in the CAT program<br />
is quite successful. I think it has following advantages:<br />
<br />
1. Improved communication between students and tutors with little or<br />
no limitation of time and place. Compared with face-to-face meeting<br />
and communication, students and tutors now can communicate online.<br />
You can post your ideas, thoughts, suggests or comments at anytime,<br />
anywhere. You do not have to be in the workshop in order to discuss<br />
with your mates and the tutor.<br />
2. An effective way to record work and study. As pictures and videos are<br />
made during the workshop, students can upload them onto their blog.<br />
This provides a dynamic and expressive source for constructing their e-<br />
portfolio online.<br />
3. More progress-oriented and better supervision on students’ work<br />
and study. Students are asked to write their blog based on their daily<br />
learning process. Tutors can see how each student is doing all the<br />
way through the course. This gives opportunity for tutors to make more<br />
comprehensive and flexible assessment on the student on the basis of<br />
his learning process, not only on the basis of the final outcome.<br />
4. Students are more motivated. Well, as a student, your assessment<br />
and portfolio will be based on what you have put on your blog. So you<br />
need pay more attention on your daily study. Moreover, you can also<br />
help other students if they post any questions on the blog and make comments on their works. And remember, other students can do the<br />
same to you.<br />
5. It does not increase the cost of study. Software, applications, websites<br />
and other devices and technologies used in the Web2.0 educational<br />
approach are mostly free. You might need a cellphone that can take<br />
pictures and videos. If you happened to have not got one, do not worry.<br />
You can borrow the camera from the institute.<br />
<br />
<b>(Former student in the Boat Building course, Unitec New Zealand) </b><br />
</div><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/nz/88x31.png" style="border-width: 0pt;" /></a><span property="dct:title" xmlns:dct="http://purl.org/dc/terms/"> <span style="font-family: Arial,Helvetica,sans-serif;">this blog post</span></span><span style="font-family: Arial,Helvetica,sans-serif;"> by </span><a href="http://socialelearning.blogspot.com/" property="cc:attributionName" rel="cc:attributionURL" style="font-family: Arial,Helvetica,sans-serif;" xmlns:cc="http://creativecommons.org/ns#">Vickel Narayan</a><span style="font-family: Arial,Helvetica,sans-serif;"> is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license" style="font-family: Arial,Helvetica,sans-serif;">Creative Commons Attribution-NonCommercial 3.0 New Zealand License</a><span style="font-family: Arial,Helvetica,sans-serif;">.</span>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com1tag:blogger.com,1999:blog-1815682219918684295.post-59040770046424024842011-04-05T13:07:00.001+12:002011-04-05T13:07:34.914+12:00authentic learningBoat building students<br /><br /><center><a href='http://photo.blogpressapp.com/show_photo.php?p=11/04/04/3050.jpg'><img src='http://photo.blogpressapp.com/photos/11/04/04/s_3050.jpg' border='0' width='281' height='210' style='margin:5px'></a></center><br /><br /><br /><center><a href='http://photo.blogpressapp.com/show_photo.php?p=11/04/04/3051.jpg'><img src='http://photo.blogpressapp.com/photos/11/04/04/s_3051.jpg' border='0' width='281' height='210' style='margin:5px'></a></center><br /><br /><br /><center><a href='http://photo.blogpressapp.com/show_photo.php?p=11/04/04/3052.jpg'><img src='http://photo.blogpressapp.com/photos/11/04/04/s_3052.jpg' border='0' width='281' height='210' style='margin:5px'></a></center><br />- Posted using BlogPress from my iPhone<br />Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-70351367790097951002011-03-31T09:19:00.000+13:002011-03-31T09:19:17.843+13:00Emerging themes from student blogs.<div style="font-family: Arial,Helvetica,sans-serif;">How students are using blogs in their course and what are some of the emerging themes.<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="390" src="http://www.youtube.com/embed/pDxmxdQMQVk" title="YouTube video player" width="640"></iframe></div><br />
<a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/nz/88x31.png" style="border-width: 0pt;" /></a><span property="dct:title" xmlns:dct="http://purl.org/dc/terms/"> <span style="font-family: Arial,Helvetica,sans-serif;">this blog post</span></span><span style="font-family: Arial,Helvetica,sans-serif;"> by </span><a href="http://socialelearning.blogspot.com/" property="cc:attributionName" rel="cc:attributionURL" style="font-family: Arial,Helvetica,sans-serif;" xmlns:cc="http://creativecommons.org/ns#">Vickel Narayan</a><span style="font-family: Arial,Helvetica,sans-serif;"> is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license" style="font-family: Arial,Helvetica,sans-serif;">Creative Commons Attribution-NonCommercial 3.0 New Zealand License</a><span style="font-family: Arial,Helvetica,sans-serif;">.</span>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-83159685569266159072011-03-23T12:01:00.000+13:002011-03-23T12:01:13.811+13:00Things that make your day!<div style="font-family: Arial,Helvetica,sans-serif;">I started a Web 2.0 project with Marine Technology students last week and had only spent 1 hour with the students explaining why we were doing things the new way. Got the students setup on Blogger, Gmail and gave them a quick overview of GDocs and Youtube.<br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://farm6.static.flickr.com/5059/5551590618_cf5f1f2c56.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="239" src="http://farm6.static.flickr.com/5059/5551590618_cf5f1f2c56.jpg" width="320" /></a></div> Picture: Student's in the Marine Technology course doing a presentation this morning.<br />
<br />
After the session last week and few days later, a student commented:<br />
<br />
<h3 class="post-title entry-title"> ILearning??? </h3><div class="post-header"> </div>I've just started the 2011 semester 1 studies and something very diferrent is changing the "old fashion way" of teaching students at Unitec, I am saying that because I already been at Unitec on semester 2 2010, and we were tired of listening to our tutor talking for two hours every day doing the theory side, seeing my colleagues falling asleep, anyway to my and the others surprise Unitec had implemented a new tool called "ILearning" I have to admit I was a bit worried how would it end up, but now I really like the idea and I need to say since wed 16/03 when we had our first day of "ILearning" I am really impressed how the theory side became much more interesting, and we(students) are more involved as a team, I hope my classmates are enjoying as much as I am and together we will learn how to build our blogs. <i>(Marine Technology Student, 2011)</i></div><div style="font-family: Arial,Helvetica,sans-serif;"> <br />
What more can I say! They are willing to make the change, but it is how we take it to the student's that makes a difference (no digital native assumptions!!). Also the acceptance of the teacher, he/she plays a huge role. I have to admit the staff I am working with is a STAR! <br />
</div><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/nz/88x31.png" style="border-width: 0pt;" /></a><span property="dct:title" xmlns:dct="http://purl.org/dc/terms/"> <span style="font-family: Arial,Helvetica,sans-serif;">this blog post</span></span><span style="font-family: Arial,Helvetica,sans-serif;"> by </span><a href="http://socialelearning.blogspot.com/" property="cc:attributionName" rel="cc:attributionURL" style="font-family: Arial,Helvetica,sans-serif;" xmlns:cc="http://creativecommons.org/ns#">Vickel Narayan</a><span style="font-family: Arial,Helvetica,sans-serif;"> is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license" style="font-family: Arial,Helvetica,sans-serif;">Creative Commons Attribution-NonCommercial 3.0 New Zealand License</a><span style="font-family: Arial,Helvetica,sans-serif;">.</span>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-61832684155749652392011-03-15T14:06:00.000+13:002011-03-15T16:26:53.897+13:00Article: Google’s Blogger Is About to Get an Overhaul<div><br><strong>Google's Blogger Is About to Get an Overhaul</strong><br><a href="http://mashable.com/2011/03/14/googles-blogger-is-about-to-get-an-overhaul/"><a href="http://mashable.com/2011/03/14/googles-blogger-is-about-to-get-an-overhaul/">http://mashable.com/2011/03/14/googles-blogger-is-about-to-get-an-overhaul/</a></a><br><br>(Sent from <a href="http://flipboard.com">Flipboard</a>)</div><div></div>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-62151025634076724542011-03-04T15:32:00.000+13:002011-03-04T15:32:06.407+13:00Immersive Learning - bringing the past to live - Second Life<div style="font-family: Arial,Helvetica,sans-serif;"><br />
<iframe allowfullscreen="" frameborder="0" height="390" src="http://www.youtube.com/embed/XPW9wfLyhUM" title="YouTube video player" width="640"></iframe></div><br />
<a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/nz/88x31.png" style="border-width: 0pt;" /></a><span property="dct:title" xmlns:dct="http://purl.org/dc/terms/"> <span style="font-family: Arial,Helvetica,sans-serif;">this blog post</span></span><span style="font-family: Arial,Helvetica,sans-serif;"> by </span><a href="http://socialelearning.blogspot.com/" property="cc:attributionName" rel="cc:attributionURL" style="font-family: Arial,Helvetica,sans-serif;" xmlns:cc="http://creativecommons.org/ns#">Vickel Narayan</a><span style="font-family: Arial,Helvetica,sans-serif;"> is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license" style="font-family: Arial,Helvetica,sans-serif;">Creative Commons Attribution-NonCommercial 3.0 New Zealand License</a><span style="font-family: Arial,Helvetica,sans-serif;">.</span>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-35824327077028473032011-02-23T22:17:00.001+13:002011-02-23T22:17:14.416+13:00Session with the Chinese delegatesSession delivered to the Chinese delegates on how the eTeam is implementing the two key strategies at Unitec, the Living curriculum and the eLearning strategy through a community of practice approach.<br /><br /><br /><center><a href='http://photo.blogpressapp.com/show_photo.php?p=11/02/23/154.jpg'><img src='http://photo.blogpressapp.com/photos/11/02/23/s_154.jpg' border='0' width='281' height='210' style='margin:5px'></a></center><br />- Posted using BlogPress from my iPhone<br />Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-640203383008940592011-02-23T13:10:00.000+13:002011-02-23T13:10:15.798+13:00From Click to Touch - Gesture based learning in SLKinect in Second Life<br />
<br />
Moving from an age of Clicks to Gesture based navigation. Exciting development mainly implications on learning in SL!<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="390" src="http://www.youtube.com/embed/ECNTlOz5-pU" title="YouTube video player" width="480"></iframe><br />
<br />
<div style="font-family: Arial,Helvetica,sans-serif;"></div><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/nz/88x31.png" style="border-width: 0pt;" /></a><span property="dct:title" xmlns:dct="http://purl.org/dc/terms/"> <span style="font-family: Arial, Helvetica, sans-serif;">this blog post</span></span><span style="font-family: Arial, Helvetica, sans-serif;"> by </span><a href="http://socialelearning.blogspot.com/" property="cc:attributionName" rel="cc:attributionURL" style="font-family: Arial,Helvetica,sans-serif;" xmlns:cc="http://creativecommons.org/ns#">Vickel Narayan</a><span style="font-family: Arial, Helvetica, sans-serif;"> is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license" style="font-family: Arial,Helvetica,sans-serif;">Creative Commons Attribution-NonCommercial 3.0 New Zealand License</a><span style="font-family: Arial, Helvetica, sans-serif;">.</span>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-55697825898799213812011-02-09T19:56:00.001+13:002011-02-09T19:56:52.998+13:00#SLT10 - Class<br /><br /><p align='center'><object type="application/x-shockwave-flash" data="http://www.youtube.com/v/6PC24c5BC10" width="400" height="300"><param name="movie" value="http://www.youtube.com/v/6PC24c5BC10" /><param name="quality" value="high" /><param name="allowFullScreen" value="true" /><!-- Fallback content --><a href="http://www.youtube.com/watch?v=6PC24c5BC10"><img src="http://img.youtube.com/vi/6PC24c5BC10/0.jpg" width="400" height="300" />YouTube Video</a></object></p>- Posted using BlogPress from my iPhone<br />Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com1tag:blogger.com,1999:blog-1815682219918684295.post-23716790652420592802011-02-09T19:49:00.001+13:002011-02-09T19:49:26.025+13:00Waikato Uni iPedagogy workshop with @thomcochrane<br /><br /><center><a href='http://photo.blogpressapp.com/show_photo.php?p=11/02/08/3249.jpg'><img src='http://photo.blogpressapp.com/photos/11/02/08/s_3249.jpg' border='0' width='281' height='210' style='margin:5px'></a></center><br />- Posted using BlogPress from my iPhone<br />Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-46944742315952787982011-02-08T16:37:00.004+13:002011-02-08T16:37:57.749+13:00#ascilite10 Martin Oliver Keynote last day on GBL<iframe allowfullscreen="" frameborder="0" height="390" src="http://www.youtube.com/embed/R3q-zHUUHl4" title="YouTube video player" width="640"></iframe><br />
<div style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/nz/88x31.png" style="border-width: 0pt;" /></a><span property="dct:title" xmlns:dct="http://purl.org/dc/terms/"> <span style="font-family: Arial,Helvetica,sans-serif;">this blog post</span></span><span style="font-family: Arial,Helvetica,sans-serif;"> by </span><a href="http://socialelearning.blogspot.com/" property="cc:attributionName" rel="cc:attributionURL" style="font-family: Arial,Helvetica,sans-serif;" xmlns:cc="http://creativecommons.org/ns#">Vickel Narayan</a><span style="font-family: Arial,Helvetica,sans-serif;"> is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license" style="font-family: Arial,Helvetica,sans-serif;">Creative Commons Attribution-NonCommercial 3.0 New Zealand License</a><span style="font-family: Arial,Helvetica,sans-serif;">.</span>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-31989990304719734432011-02-08T16:35:00.003+13:002011-02-08T16:38:25.777+13:00#ascilite Ron Oliver on learning design<object data="http://boos.audioboo.fm/swf/fullsize_player.swf" height="129" id="boo_player_1" type="application/x-shockwave-flash" width="400"><param name="movie" value="http://boos.audioboo.fm/swf/fullsize_player.swf" /><param name="scale" value="noscale" /><param name="salign" value="lt" /><param name="bgColor" value="#FFFFFF" /><param name="allowScriptAccess" value="always" /><param name="wmode" value="window" /><param name="FlashVars" value="rootID=boo_player_1&mp3=http%3A%2F%2Faudioboo.fm%2Fboos%2F232814-ascilite10-ron-oliver-on-learning-design-design-facilitation-assessment-and-evaluation-the-4c-s-of-l-t.mp3%3Fsource%3Dembed&mp3Author=vnarayan&mp3LinkURL=http%3A%2F%2Faudioboo.fm%2Fboos%2F232814-ascilite10-ron-oliver-on-learning-design-design-facilitation-assessment-and-evaluation-the-4c-s-of-l-t&mp3Title=%23ascilite10+Ron+Oliver+on+learning+design+-+design%2C+facilitation%2C+assessment+and+evaluation+the+4C%27s+of+l%26t&mp3Time=10.33pm+07+Dec+2010" /><a href="http://audioboo.fm/boos/232814-ascilite10-ron-oliver-on-learning-design-design-facilitation-assessment-and-evaluation-the-4c-s-of-l-t.mp3?source=embed">Listen!</a></object><br />
<br />
<a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/nz/88x31.png" style="border-width: 0pt;" /></a><span property="dct:title" xmlns:dct="http://purl.org/dc/terms/"> <span style="font-family: Arial,Helvetica,sans-serif;">this blog post</span></span><span style="font-family: Arial,Helvetica,sans-serif;"> by </span><a href="http://socialelearning.blogspot.com/" property="cc:attributionName" rel="cc:attributionURL" style="font-family: Arial,Helvetica,sans-serif;" xmlns:cc="http://creativecommons.org/ns#">Vickel Narayan</a><span style="font-family: Arial,Helvetica,sans-serif;"> is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license" style="font-family: Arial,Helvetica,sans-serif;">Creative Commons Attribution-NonCommercial 3.0 New Zealand License</a><span style="font-family: Arial,Helvetica,sans-serif;">.</span>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-16119148785496290122011-02-03T09:39:00.001+13:002011-02-03T09:39:52.208+13:00Wcelfest - Waikato university elearningeLearning<br /><br /><br /><center><a href='http://photo.blogpressapp.com/show_photo.php?p=11/02/02/1866.jpg'><img src='http://photo.blogpressapp.com/photos/11/02/02/s_1866.jpg' border='0' width='281' height='210' style='margin:5px'></a></center><br />- Posted using BlogPress from my iPhone<br />Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-45265043613015878162010-11-22T08:27:00.000+13:002010-11-22T08:27:54.533+13:00Social Media Monopoly via Dan Martell<div style="font-family: Arial,Helvetica,sans-serif;"><a href="http://www.flowtown.com/blog/monopoly-social-media-edition"><img alt="Monopoly: Social Media Edition" src="http://www.flowtown.com/blog/wp-content/uploads/2010/11/ft-monopoly-11-17.png" title="Monopoly: Social Media Edition" /></a><br />
<a href="http://www.flowtown.com/">Flowtown - Social Media Marketing Application</a><br />
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<a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/nz/88x31.png" style="border-width: 0pt;" /></a><span property="dct:title" xmlns:dct="http://purl.org/dc/terms/"> <span style="font-family: Arial,Helvetica,sans-serif;">this blog post</span></span><span style="font-family: Arial,Helvetica,sans-serif;"> by </span><a href="http://socialelearning.blogspot.com/" property="cc:attributionName" rel="cc:attributionURL" style="font-family: Arial,Helvetica,sans-serif;" xmlns:cc="http://creativecommons.org/ns#">Vickel Narayan</a><span style="font-family: Arial,Helvetica,sans-serif;"> is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license" style="font-family: Arial,Helvetica,sans-serif;">Creative Commons Attribution-NonCommercial 3.0 New Zealand License</a><span style="font-family: Arial,Helvetica,sans-serif;">.</span></div>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-76856366123019894312010-11-12T17:58:00.001+13:002010-11-12T17:58:50.356+13:00Pixelpipe HD<div class="pp_items"><div class="pp_item" align="left"><p>Pixelpipe HD - should be a cool app to use on the iPad for blog posts and status updates! Test post from the iPhone.</p></div><div class="pp_item" align="left"><h4 class="pp_title">Pixelpipe HD</h4><p>Pixelpipe HD should be a cool app to use on the iPad now for blog posts and status updates.</p></div></div>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-56412899173968582742010-11-11T22:44:00.000+13:002010-11-11T22:44:51.324+13:00Boat Building Students - a milestone achieved<object height="385" width="640"><param name="movie" value="http://www.youtube.com/v/5sTYWW_Fbvs?fs=1&hl=en_US"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/5sTYWW_Fbvs?fs=1&hl=en_US" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="640" height="385"></embed></object><br />
<div style="font-family: Arial,Helvetica,sans-serif;"><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/nz/88x31.png" style="border-width: 0pt;" /></a><span property="dct:title" xmlns:dct="http://purl.org/dc/terms/"> <span style="font-family: Arial,Helvetica,sans-serif;">this blog post</span></span><span style="font-family: Arial,Helvetica,sans-serif;"> by </span><a href="http://socialelearning.blogspot.com/" property="cc:attributionName" rel="cc:attributionURL" style="font-family: Arial,Helvetica,sans-serif;" xmlns:cc="http://creativecommons.org/ns#">Vickel Narayan</a><span style="font-family: Arial,Helvetica,sans-serif;"> is licensed under a </span><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license" style="font-family: Arial,Helvetica,sans-serif;">Creative Commons Attribution-NonCommercial 3.0 New Zealand License</a><span style="font-family: Arial,Helvetica,sans-serif;">.</span></div>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-57479299421987796422010-11-09T16:58:00.008+13:002010-11-11T22:40:27.960+13:00Project Gran Turismo 5 - CAME Proposal (Game-based learning and Web 2.0)<h1 style="font-family: Arial,Helvetica,sans-serif;">Project Gran Turismo 5 (GT5) - CAME Semester 1, 2011</h1><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Proposal By: <br />
Vickel Narayan</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Academic Adviser (Learning Technologies),<br />
Te Puna Ako</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Email: vnarayan@unitec.ac.nz<br />
Phone: ext 7413</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><h2 style="font-family: Arial,Helvetica,sans-serif;">Introduction</h2><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">The CAME created waves around the institute and to some extent in other institutes in modeling effective pedagogy. It is also the first course at Unitec to successfully go through the rigorous Living Curriculum tick process. Institutionally the CAME has put Department of Automotive and the Faculty at the forefront of effective practice in learning and teaching and has set a model of others to learn from.<br />
<br />
The CAME managed to successfully move from teacher-content to student generated-content, a process where students take ownership of their own learning and the teachers in the course playing the role of a facilitator. Feedback to students on their work in class became a critical feature in the learning process along with building relationships with students and encouraging the same between students. The course has had positive impact on student's learning (Narayan & Baglow, 2010) and hopefully the students will move on to achieve greater things as they begin their career. <span style="font-size: small;">Even though there are a number of things happening in the CAME that is having a positive effect on the way students learn, there is still room for improvement. Herrington (2006) expresses the importance of authentic learning contexts in promoting higher student engagement, success and for creating an opportunity for students to explore a 'real world' situation over a sustained period of time to deliver a solution. </span><br />
<br />
This proposal outlines how GT5 will be integrated in the course to create an experience for the students to learn from. The proposal also ensures CAME and the Faculty maintains the lead in innovative approaches to learning and teaching and continues to set a model for it's staff, other programmes and faculties to learn from.<br />
</span></div><h2 style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">About Gran Turismo 5</span></h2><h3 style="font-family: Arial,Helvetica,sans-serif;">My Page user options</h3><div id="d03j" style="font-family: Arial,Helvetica,sans-serif; text-align: left;"><img src="http://docs.google.com/File?id=dc2mq4kv_214c548x9f3_b" style="height: 364.281px; width: 648px;" /><br />
<span style="font-size: small;">Figure 1.0 - My page on GT5</span></div><h3 style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Tuning Shop - Customising the Car</span></h3><div id="oj7b" style="font-family: Arial,Helvetica,sans-serif; text-align: left;"><img src="http://docs.google.com/File?id=dc2mq4kv_215d288k4hp_b" style="height: 360px; width: 640px;" /></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Figure 2.0 - Tuning options in the game<br />
<br />
Is a multi-player online gaming device however it's not just about racing:</span></div><div style="font-family: Arial,Helvetica,sans-serif; margin-left: 40px;"><ul><li><span style="font-size: small;">Personal online message board to keep in touch with friends.</span></li>
<li><span style="font-size: small;">You can gift car parts to your friends.</span></li>
<li><span style="font-size: small;">You can take pictures and share it with your friends.</span></li>
</ul></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">(As outlined in figure 1.0)</span><span style="font-size: small;"><br />
</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Dynamic weather hence gives a feel of how the vehicle behaves under different weather conditions (temperature, pressure, humidity).<br />
Over 900 cars from different car manufacturers, all on HD with crisp clear picture and graphics.<br />
<br />
Cars are customisable meaning one can build a car down-up</span><span style="font-size: small;"> through the Tuning Shop (Pictures from the tuning shop: <a href="http://www.gtplanet.net/gran-turismo-5-menu-screens-show-tuning-options/gt5-menu-tuning-7/" id="gwhz" title="http://www.gtplanet.net/gran-turismo-5-menu-screens-show-tuning-options/gt5-menu-tuning-7/">http://www.gtplanet.net/gran-turismo-5-menu-screens-show-tuning-options/gt5-menu-tuning-7/</a> and <a href="http://us.gran-turismo.com/us/news/d5297p2.html" id="ldlj" title="http://us.gran-turismo.com/us/news/d5297p2.html">http://us.gran-turismo.com/us/news/d5297p2.html</a>). This is how the game flows (Career Mode):<br />
</span><br />
<ul><li><span style="font-size: small;">You start with 3,500 Cr (iPad version). This credit is used to by a car but before you can buy a car you keep to get a drivers licence to drive one in the game.</span></li>
<li><span style="font-size: small;">You race to gain extra credit.</span></li>
<li><span style="font-size: small;">Using this credit you can buy parts from the After Market Store (this ranges from tyres to pistons and suspension). This website shows the tuning options in GT5: <a href="http://www.gtplanet.net/gran-turismo-5-menu-screens-show-tuning-options/" id="xbqp" title="http://www.gtplanet.net/gran-turismo-5-menu-screens-show-tuning-options/">http://www.gtplanet.net/gran-turismo-5-menu-screens-show-tuning-options/</a><br />
</span></li>
<li><span style="font-size: small;">Next you take the car to a Diagnostics Centre to run tests on the customisations you have made. There are various tests you can perform for example: compression, torque, speed, variations in behavior under different conditions (Pressure, stress etc). After the test, make the changes as needed and<br />
</span></li>
<li><span style="font-size: small;">You take the car for a spin on the track.</span></li>
</ul><h3><span style="font-size: small;">Theoretical Underpinning</span></h3><span style="font-size: small;">The most critical ingredient to students' succeeding at learning is motivation, 'a motivated learner can't be stopped' (Prensky, 2003. p. 1). Contrary to this well known fact and in this digital age, student learning still remains 'dry' (Eck, 2006; Prensky, 2003). This said there is a platform available for educators that achieves high level of engagement and motivation to utilise and can be found in almost all homes in some form: computer and video games. Prensky (2003) claims that students attitude towards computer/video games is totally opposite to what some of them have towards school. The attitude students have towards video/computers games in what is desperately needed in the schools: 'interest, competition, cooperation, results-oriented, actively seeking information and solutions' (p. 1).</span><br />
<br />
<span style="font-size: small;">Prensky (2001) suggests that games can facilitate as many as 36 vital and effective learning principles. These include instant feedback, decision making roles, a student could be punished by being given a tougher task if they failed (sets higher expectations, challenges hence becomes a motivational factor), engaging, lets the user experiment many ways to learn and allows flexibility to create different thoughts </span><span style="font-size: small;">(Prensky, 2001)</span><span style="font-size: small;">. Pivec et al. (2003) also suggest that games can create a collaborative learning environment. The use of multi-player gaming platforms allows users to exchange thoughts and ideas with other users who are interacting with the content simultaneously under shared circumstances. This takes collaboration to a new level where the level of critique and exploration of a concept or event is <span style="font-size: small;">negotiated between individuals</span> to create new understandings and meanings (Johnson et al., 2010).</span><span style="font-size: small;"> The New Horizon Report (2010) outlines number of case studies where game-based learning was successfully incorporated in the curriculum. Prensky (2001) states 5 affordances of video/computer games for students that renders it as a powerful learning platform: (1) engage (2) explore, (3) explain, (4) elaborate and (5) evaluate. These elements when mixed with the right pedagogy create an environment, which could be beneficial to both students and teachers </span><span style="font-size: small;">(Eck, 2006; Prensky, 2001)</span><span style="font-size: small;">. </span><br />
<br />
<h2><span style="font-size: small;"><span style="font-size: medium;">Design</span>: </span>GBL, Constructivism, Authentic Learning</h2><div style="text-align: justify;"><span style="font-size: small;">"Knowledge is not passively accumulated: rather, it is a result of active cognising by the individual" (Doolittle, 1999. p. 6)<br />
</span></div><div style="text-align: justify;"><span style="font-size: small;"><br />
</span></div><span style="font-size: small;">The table below outlines the relationship between the 3 (GBL, constructivism and authentic learning) and how GT5 and Web 2.0 tools bridge the two into an effective learning environment.<br />
<br />
</span><br />
<table border="1" bordercolor="#000000" cellpadding="3" cellspacing="0" id="tyc2"><tbody>
<tr><td style="background-color: #f9cb9c; text-align: center;" width="33.333333333333336%"><b><span style="font-size: small;">GT5 (Game-based learning)<br />
</span></b></td><td style="background-color: #ea9999; text-align: center;" width="33.333333333333336%"><b><span style="font-size: small;">Constructivism<br />
</span></b></td><td style="background-color: #d9ead3; text-align: center;" width="33.333333333333336%"><b><span style="font-size: small;">Authentic Learning<br />
</span></b></td></tr>
<tr><td style="background-color: #f9cb9c;" width="33.333333333333336%"><span style="font-size: small;">The situations presented in the game are realistic scenarios a racing driver and his crew face. This also creates an urgency/relevance for future tasks/actions<br />
</span></td><td style="background-color: #ea9999;" width="33.333333333333336%"><span style="font-size: small;">learning context should be authentic and where possible should be real-world<br />
<br />
<span dir="ltr"><span style="font-size: small;"><span dir="ltr">the learning should have immediate relevance to the students</span></span></span><br />
</span></td><td style="background-color: #d9ead3;" width="33.333333333333336%"><span style="font-size: small;">'real world' learning - the learning situation has immediate relevance to the way learning will be applied in real life<br />
</span></td></tr>
<tr><td style="background-color: #f9cb9c;" width="33.333333333333336%"><span style="font-size: small;">All digital games presents an ill defined problem but 'in-time' promotes are in place to guide them through the process<br />
</span></td><td style="background-color: #ea9999;" width="33.333333333333336%"><span style="font-size: small;"><span style="font-size: small;"><span dir="ltr">learning should be situated in a social environment to enable collaboration and sh</span></span>aring<br />
</span></td><td style="background-color: #d9ead3;" width="33.333333333333336%"><span style="font-size: small;">learning activities are ill defined - one complex problem that the students can explore over a period of time<br />
</span></td></tr>
<tr><td style="background-color: #f9cb9c;" width="33.333333333333336%"><span style="font-size: small;">The diagnostics centre, teacher in class and because GT5 is an online gaming platform expertise from around the world is also available<br />
</span></td><td style="background-color: white;" width="33.333333333333336%"><span style="font-size: small;"><br />
</span></td><td style="background-color: #d9ead3;" width="33.333333333333336%"><span style="font-size: small;">students have access to expertise and the use/process is modeled<br />
</span></td></tr>
<tr><td style="background-color: #f9cb9c;" width="33.333333333333336%"><span style="font-size: small;">As a driver, owner, crew member, analyst. This enables a learner to bring any prior knowledge they may have into the current situation they are/could be facing.<br />
</span></td><td style="background-color: #ea9999;" width="33.333333333333336%"><span style="font-size: small;"><span style="font-size: small;"><span dir="ltr">the learning should take into account the learners prior knowledge and should build from it</span></span><br />
</span></td><td style="background-color: #d9ead3;" width="33.333333333333336%"><span style="font-size: small;">learners are able to explore an issue from multiple perspective and through assuming different identities (roles)<br />
</span></td></tr>
<tr><td style="background-color: #f9cb9c;" width="33.333333333333336%"><span style="font-size: small;">Blogging/student portfolio, Google Buzz all situated within a student CoP - all geared towards building a student community - community of learners<br />
</span></td><td style="background-color: #ea9999;" width="33.333333333333336%"><span style="font-size: small;"><span style="font-size: small;">should be student-centred - students given the ownership of their own learning</span><br />
</span></td><td style="background-color: #d9ead3;" width="33.333333333333336%"><span style="font-size: small;">learning is situated in socio-cultural setting - students construct knowledge together through interaction each each other<br />
</span></td></tr>
<tr><td style="background-color: #f9cb9c;" width="33.333333333333336%"><span style="font-size: small;">Reflection and articulation is at the core of students blogging, learning activities designed also take this into consideration and feedback a regular event<br />
</span></td><td style="background-color: #ea9999;" width="33.333333333333336%"><span style="font-size: small;"><span style="font-size: small;"><span dir="ltr">formative assessments should be embedded within the course to create opportunity for the teacher to guide and lead the student into further learning.</span></span><br />
</span></td><td style="background-color: #d9ead3;" width="33.333333333333336%"><span style="font-size: small;">Reflection and articulation is a critical element in the learning process<br />
</span></td></tr>
<tr><td style="background-color: #f9cb9c;" width="33.333333333333336%"><span style="font-size: small;">Scaffolds are built into almost all the games as an engagement factor, teachers in class as coach, and other resources on the web as guided by the teacher. Vickel Narayan as a technology steward and support in class for students/teacher, every week for 1-2hrs.<br />
</span></td><td style="background-color: #ea9999;" width="33.333333333333336%"><span style="font-size: small;"><span dir="ltr">the teachers role in the process to be as a facilitator and not an instructor.</span></span><br />
<span style="font-size: small;"><br />
</span></td><td style="background-color: #d9ead3;" width="33.333333333333336%"><span style="font-size: small;">'Scaffolding and coaching' - support mechanisms are out in place to help the students through the process - digital resources, readings, teachers<br />
</span></td></tr>
<tr><td style="background-color: #f9cb9c;" width="33.333333333333336%"><span style="font-size: small;">ePortfolio - every activity and events within make up a post(s). An assessment rubric will be discussed/created with the students at the start of the course.<br />
</span></td><td style="background-color: #ea9999;" width="33.333333333333336%"><span style="font-size: small;"><span style="font-size: small;"><span dir="ltr">teachers to create an environment that nurtures student views and perspectives and allows students to deliver content in multiple formats (multimedia - pictures, videos, audio, storyboards etc).</span></span><br />
</span></td><td style="background-color: #d9ead3;" width="33.333333333333336%"><span style="font-size: small;">Authentic assessment - embedded assessment - activities and assessments are not separate and distinct from each other rather they should implement each other<br />
</span></td></tr>
</tbody></table><div style="background-color: white;"><span style="font-size: small;"> (Doolittle, 1999; Herrington, 2006; Lombardi, 2007)<br />
</span></div><div justify;="" text-align:=""><br />
</div><div justify;="" text-align:=""><span style="font-size: small;">Gran Turismo 5 allows students an opportunity to experience learning in an authentic context. The game will be embedded in the course which will allow students to learn basic car parts and the functions in a fun environment. The teachers in the course will have a set of questions to look at after each gaming session to reflect on. A possible learning scenario is presented below:</span></div><div justify;="" text-align:=""><span style="font-size: small;"><br />
</span></div><div justify;="" text-align:=""><span style="font-size: small;">The class will be broken down into smaller groups of up to 4 students in each. (Groups maintained for the whole course.) The groups begin by having a gaming session to decide who is the best driver of them all. This exercise will help build a team as in many cases students don't know each other and it takes a while to establish a relationship to get a team going. The person who wins the contest becomes the driver for the team and other members the pit crew. Learning activities here after are based on analysing the performance of the car and tweaking the parts for better performance on the race course. The diagrams below outline how the gaming aspect will be used in student learning and integrated in the curriculum.<br />
</span></div><br />
<h3>Pedagogical Affordances of the Game</h3><br />
<div id="i-e9" style="text-align: left;"><img src="http://docs.google.com/File?id=dc2mq4kv_216gvc9575q_b" style="height: 323.417px; width: 648px;" /></div><span style="font-size: small;">Figure 3.0 - Pedagogical affordances of the game</span><br />
<br />
<span style="font-size: small;">Figure 3.0 outlines the features of the game and further details in the diagram outline possible use in the course. The CAME students this year (2010) had to learn about parts and its functions by reading books, watching videos and through communal discussions however the students had very limited opportunity to explore the parts in an authentic context. GT5 will allow the students to explore various models of a part and put them through a number of diagnostics to determine the impart of certain variables on the performance of the car. Figure 2.0 shows a screen capture from the game of the tuning features available, in this case the engine block, piston and ECU. Other options are available for example the chassis, tyres, body (fibre and alloy), turbo charging, exhaust, etc. Figure 4.0 outlines the process each group and group members will have to go through after a session on the console. The teachers in the course will be heavily involved in the process providing guidance (feedback), setting up conditions and requirements for the activity and observing the activities for expected deliverables. The reflective blog posts will add towards the student portfolio as an assessed activity.</span><br />
<h3>Embedding it in the course - It's not just about gaming</h3><br />
<div id="rkmv" style="text-align: left;"><img src="http://docs.google.com/File?id=dc2mq4kv_217fzgkt7dx_b" style="height: 425.322px; width: 648px;" /></div><span style="font-size: small;">Figure 4.0 - Use with Web 2.0 tools to enhance students learning.</span><br />
<h2>Conclusion </h2><span style="font-size: small;">The use of technology in learning and technology is only effective if it is underpinned by effective pedagogy and careful planning for embedding it within the curriculum is done</span><span style="font-size: small;"> (Johnson et al., 2010</span><span style="font-size: small;">; Prensky, 2003). Prensky (2001) floated the concept of what he called digital natives (born after 1980) and digital immigrates (born before 19980). From the data collected this year, majority of students in CAME could be categorised as digital natives and according to Prensky digital natives are attracted to technology as a metal is to a magnet. This was apparent with technology used in the course this year, again the data collected from the students indicated that they were happy with the use of etools in the course (Narayan & Baglow, 2010). The indications are that the students enrolling in the CAME and many entry level courses here at Unitec will be getting younger every year with different expectations of how learning should be (Horizon, 2010).<br />
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</span><span style="font-size: small;">Literacy and numeracy is still an area that needs attention, while literacy is being looked at GT5 can help with the numeracy issues. The diagnostics students can run in GT5 requires them to gain an understanding of what the numbers mean and how they arrive at the result. This requires them to gain an understanding of the process and the method, the motivation in the process is to get the best performance from the car they have customised when it comes race day against other groups and win. This when combined with blogs allows the teacher to identify and help the students/group where needed, this could even happen at an early stage. GT5 creates an opportunity for students and teachers alike to tackle numeracy issues which under normal circumstances would go undetected.</span><span style="font-size: small;"><br />
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Also keeping in mind future plans CAME has of moving into schools this pilot project will help make a difference in the lives of many students who drop out of the school system by engaging the students in a fun but effective learning environment. This project will also create an opportunity of the CAT students to be involved and hopefully will get the staff teaching excited to try out new and informed methods of teaching.</span><br />
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<h2>References</h2><span style="font-size: small;"><br />
Doolittle, P. E. (1999). Constructivism and Online Education Retrieved January, 2007, from http://edpsychserver.ed.vt.edu/workshops/tohe1999/pedagogy.html<br />
Eck, R. V. (2006). Digital Game-Based learning: it's not just the digital natives who are restless. EDUCAUSE, 41(2).<br />
Herrington, J. (2006). Authentic e-learning in higher education: Design principles for authentic learning environments and tasks. Paper presented at the E-Learning Conference. <br />
Johnson, L., Levine, L., Smith, R., & Stone, S. (2010). The 2010 Horizon Report. Austin, Texas: The New Media Consortium.<br />
Lombardi, M. M. (2007). Authentic learning for the 21st century: an overview: EDUCAUSE.<br />
</span><span style="font-size: small;">Pivec, M., Dziabenko, O., & Schinnerl, I. (2003). Aspects of game-based learning. <i>MIS Quarterly, 3</i>(1).</span><span style="font-size: small;"><br />
Prensky, M. (2003). Digital game-based learning. ACM Portal, 1(1).<br />
Prensky, M. (2001). <i>Digital game-based learning</i>. New Yorke: McGraw-Hill.</span><span style="font-size: small;"><br />
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5), 6. <br />
Narayan, V., & Baglow, L. (2010). New beginnings: Facilitating effective learning through the use of Web 2.0 tools. In C. Steel, M.J. Keppell & P. Gerbic, <i>Curriculum, technology & transformation for an unknown future. Proceedings ascilite Sydney 2010</i>.</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><br />
</div><div style="font-family: Arial,Helvetica,sans-serif;"><a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license"><img alt="Creative Commons License" src="http://i.creativecommons.org/l/by-nc/3.0/nz/88x31.png" style="border-width: 0pt;" /></a> this project proposal by <a href="http://socialelearning.blogspot.com/" rel="cc:attributionURL">Vickel Narayan</a> is licensed under a <a href="http://creativecommons.org/licenses/by-nc/3.0/nz/" rel="license">Creative Commons Attribution-NonCommercial 3.0 New Zealand License</a>.</div><div style="font-family: Arial,Helvetica,sans-serif;"><br />
</div>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com2tag:blogger.com,1999:blog-1815682219918684295.post-63945594910555711982010-10-26T13:59:00.002+13:002010-10-26T14:21:56.034+13:00Boat Building - Small Craft Build<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5Qvknv9j2Gy8iG69I0k3QQwONpnztp-YpAUTGw3NdT2SbBhOUE_-ozhi_9WyTMd7dn8niW6EpTvMoGw6cowTNqKGyjvQLQrsfesaQ29dUIFApjOAZOaxanz36f264f3iyQVi-U_Nw1q0/s1600/Untitled_1.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="270" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5Qvknv9j2Gy8iG69I0k3QQwONpnztp-YpAUTGw3NdT2SbBhOUE_-ozhi_9WyTMd7dn8niW6EpTvMoGw6cowTNqKGyjvQLQrsfesaQ29dUIFApjOAZOaxanz36f264f3iyQVi-U_Nw1q0/s320/Untitled_1.jpeg" width="320" /></a></div>Test postVickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-79702535682492163462010-10-20T10:18:00.001+13:002010-10-20T10:32:44.301+13:00Boating Building - Student showing me how to find the Centre Line<object height="385" width="640"><param name="movie" value="http://www.youtube.com/v/iKLsbCp7qc8?fs=1&hl=en_US&color1=0x5d1719&color2=0xcd311b"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/iKLsbCp7qc8?fs=1&hl=en_US&color1=0x5d1719&color2=0xcd311b" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="640" height="385"></embed></object><br />
Students are doing similar things on their portfolios. I'll be posting links to their portfolios later-on.Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-66773253055995298102010-09-07T20:39:00.001+12:002010-09-07T20:39:14.540+12:00Test post from my iPhone using seesmic and ping.fm hope this works. I have added almost all my web 2 accounts possible to seesmic to test if it will update all or just some. I am intentionally typing to go beyond 140 characters let's see if it will update twitter or just my blogs - blogger and typepad .... I should be over 140 characters by now so here it goes.... Also attaching a picture .... To teat the limitation.... Here it goes ok uploading picture failed!!!!! I wonder why something wrong with tweetpic?Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-46519175177879492322010-08-27T11:35:00.001+12:002012-07-27T14:56:50.203+12:00iPad - iCommunicate, iCreate, iShare and iLearn?<div style="font-family: Arial,Helvetica,sans-serif;">
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<b>Context:</b></div>
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Students in the Civil Engineering course have to buy a calculate worth some where around $400NZ. The calculator has very limited use in class, basically calculations and programming only. The course itself is very hands-on. Students meet once in a week for a 4 hour lecture followed up by a practical session using the equipments for surveying and many calculations that follow later. In the practical session the students record data they would have taken using these equipments and is later used for calculating 'things' (sorry I have no knowledge of surveying hence wouldn't pretend to know what they calculate from the data collected) needed from it. Data is recorded on a sheet of paper and is later (when the students have returned back to the classroom) checked by the teacher. The reason why it couldn't be checked out in the field is, students are not at the same location they could be few hundred meters apart doing their own bit in groups. This creates a few problems for the students and teacher alike:</div>
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<li>teacher is unable to give feedback or check for accuracy. This is only possible after the students are back in classroom. The students miss out on being able to correct their mistake and take readings and data again.</li>
<li>Because data is recorded on a sheet of paper it limits what calculations could be done out in the field.</li>
<li>other problems not relation to practical sessions:</li>
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<li>the 4 hour lecture. I did a quick survey in class with the students and they admitted that they find the 4 hour lecture overwhelming and boring. The staff teaching the course reflecting on his 4 hour session stated standing in-front of the class talking and going through PowerPoint presentations and pdf's to deliver the required knowledge to the students.</li>
<li>'Learning' and 'assessment' are seen as two distinctively separate process. Learning is where the teacher is in-charge - talking and explaining and lecturing most of the time (Teacher - active, students - passive participants). Assessment, students are expected to recall and regurgitate the knowledge 'learnt'.</li>
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<b>The iPad .....</b></div>
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iPad was designed primarily as a 'consumption' device- watching videos, pictures, reading book, browsing the net and as a portable gaming unit. The apps designed for it available on the App store however take this even further. It potentially turns it into a portable computer that not only allows content to be received but can engage the user into creating it too. Some key elements not available on the iPad however make it a bit difficult, for example:</div>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">lack of a camera (no photos or videos)</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">iPad runs a mini or lite version of a browser Safari and now many other available on the App store. This creates a problem for using applications like Google Apps and other - they need a full browser to function properly. We can however overcome these limitations by using Apps from the App store, like Documents on the go, Documents 2, Connect - these apps allow you to connect to cloud platforms like Google, download the documents edit and sync it back. Some even allow you to create a document on the iPad itself and can later be uploaded to a cloud storage. Blogging that is a crucial tool we use in our course. However again because iPad doesn't have a full browser blogging is made difficult and the lack of a proper blogging app on the store compounds the issue. We can do email blogging but this means we'll be restricted to text only. Other digital artifacts like pictures and videos are critical elements when blogging to engage students in cognitive processes.</span></li>
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Vox has been the best blogging platform for use in class, well at least for me, Blogger is close but not as good. However Blogger is flexible when it comes to blogging on the iPad unlike Vox. It gives you a HTML compose window and throws an error message when you try to change to WYSIWYG saying <b>"the browser you are using is not supported."</b></div>
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<b>What we are doing with it?</b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">16 Civil Engineering students and 2 staff teaching the course received an iPad (Wifi version 16 Gig) each for use this semester.</span></div>
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The concept map on the left outlines few tools we'll be using in the course. Others tools will be added as needed. m48 is an App that can be downloaded for <b>free</b> from the App store. This is the same calculator students buy for around $400NZ.</div>
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Documents 2 is a free App again from the App store that allows the user to create/download documents from Google docs to edit, this can be sync'ed back to Google Docs. Students setup a Blogger account for use in the course. My experience with Blogger has been: it's hard to create or get the student community going hence Google Buzz will be use to and an auto-feed will be activated meaning every time the student make a post on their blog a message will be posted on Buzz hence all the students can see and participate*. The teacher can also use it to initiate discussions and to engage the students. To make things simple Google Mobile App for iPad will be used, this adds a short cut on the iPad making access easier. Buzz Buzz is another app that can be used to access and post to Google Buzz only.</div>
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<b>So what do these Apps do?</b><br />
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Let's call it <b>Web Surfing 2.0</b> - the old way was browsing the net using a web browser, FireFox, Internet explorer, Opera, Safari etc. The browser was the portable to accessing information. Apps on the App store for the iPhone do the same but each service have there own version and with customisable options. You select the services you want delivered when you open the application on your iOS device. It has a more personal touch to what a browser can deliver. NZ Herald have an app for the iPad, TVNZ also have an app for portable Apple products. <b>Will this change the way we have browsed the web since its invention, only time will tell. Portable devices have replaced desktop and laptops as the leader when it comes to accessing the web according to recent research done in USA. </b><br />
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Given the limitation of the browse on the iPad and other portable Apple products these apps allow the user more capabilities, for example Google Docs doesn't function properly using iOS version of Safari but other Apps like Documents on the Go, Connect etc allow you to edit and create documents. Similarly blogging has always been seen as a primarily web based event because of browser capabilities on the iPad, blogging using the browse is not possible hence Apps like iBlog, Blogit, TypePad etc enables the user to perform these actions. Moblogging (Mobile blogging) is also gaining momentum, you compose a message and flick it to your unique Moblogging email address and your blogging platform does the rest. Portable Mobile devices are changing the way we have done things, enhancing the experience and delivering a more personalised experience.<br />
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In the project above we have selected Douments 2 for accessing Documents hosted on Google so enables the user to upload to Google from iPad. Documents 2 delivers functions like font formating (bold, italics, underline etc) and basic calculations while using Spreadsheet.<br />
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Buzz Buzz is an app for buzzing - service similar to Twitter - Google version of it. It takes Twitter a step further by allowing users to share pictures, videos, links etc and it is treated as a conversation unlike Twitter which treats every post as an individual blurb.<b> </b>Connecting Blogger to Buzz will automatically posts updates on Buzz hence people following you can quickly see what you been up to, for students it makes a huge difference - collaborative learning.</div>
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The aim of this project is:</div>
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<li>Does the iPad provide any additional value to students in Civil engineering course?</li>
<li>To explore its affordance for use in a student-centred learning environment.</li>
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<b>More updates from the project to follow.</b><br />
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<b>Reflections from the Lecturer</b><br />
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<b><br /></b><iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/uaa63XI_io4" width="560"></iframe></div>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0tag:blogger.com,1999:blog-1815682219918684295.post-11449716745805686252010-08-05T12:43:00.000+12:002010-08-05T12:43:28.391+12:00Future of Computing and Learning ...iPad,iPhone - iDock<div style="font-family: Arial,Helvetica,sans-serif;"> </div><form at:align="center" at:enclosure="asset" at:format="medium" at:xid="6a01240bad2e61860e0137e033b953860e" class="enclosure enclosure-center enclosure-medium photo-enclosure" contenteditable="false" style="font-family: Arial,Helvetica,sans-serif;"> <div class="enclosure-inner"> <div class="enclosure-list"> <div class="enclosure-item photo-asset last"> <div class="enclosure-image-actions"><a class="command-edit-asset" href="javascript:void%200;" onclick="return false;" title="Edit"><img src="http://static.vox.com/.shared:v42.33:vox:en/images/icons/enclosure-edit.gif" /></a><a class="command-edit-enclosure-format" href="javascript:void%200;" onclick="return false;" title="Format"><img src="http://static.vox.com/.shared:v42.33:vox:en/images/icons/enclosure-format.gif" /></a><a class="command-delete-enclosure" href="javascript:void%200;" onclick="return false;" title="Remove"><img src="http://static.vox.com/.shared:v42.33:vox:en/images/icons/enclosure-remove.gif" /></a></div><div class="enclosure-image"> <a href="http://socialelearning.vox.com/library/photo/6a01240bad2e61860e0137e033b953860e.html" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="iDock concept" height="400" src="http://a3.vox.com/6a01240bad2e61860e0137e033b953860e-200pi" title="iDock concept" width="300" /></a> </div><div class="enclosure-meta"> <div class="enclosure-asset-name"><a href="http://socialelearning.vox.com/library/photo/6a01240bad2e61860e0137e033b953860e.html" title="iDock concept">iDock concept</a></div></div></div></div></div></form><!-- end enclosure --> <b style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 1.25em;">The problem</span></b><br style="font-family: Arial,Helvetica,sans-serif;" /><br style="font-family: Arial,Helvetica,sans-serif;" /><span style="font-family: Arial,Helvetica,sans-serif;">Okay so in brief this is the story ...... I have an iPhone, iPad, a Netbook (Dell mini 9), MacBook Pro and and Mac Mini ....you would ask where do I use all this technology and what for:</span><br style="font-family: Arial,Helvetica,sans-serif;" /><br style="font-family: Arial,Helvetica,sans-serif;" /><ol style="font-family: Arial,Helvetica,sans-serif;"><li>iPhone - almost everytime, probably the best investment of all the technology</li>
<li>iPad - in meetings and as an entertainment unit</li>
<li>Netbook - sometimes use it, haven't used it for a while now .... but are handy in conferences due ti its portability</li>
<li>MacBook Pro - @ work and home when I need something decent to work on</li>
<li>Mac mini - well again use it only when I feel I don't need to use the MacBook pro ......have to start it up, connect to power ........ Mac mini is always convenient, just jump on and get started....</li>
</ol><b style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 1.25em;">So where does the iDock concept fit in the already long list of things at home and work?</span></b><br style="font-family: Arial,Helvetica,sans-serif;" /><br style="font-family: Arial,Helvetica,sans-serif;" /><span style="font-family: Arial,Helvetica,sans-serif;">Well the iDock is to solve the problem. The new iPhone 4 comes with a A4 processor (1GHz speed), 512MB RAM ...... well if this is the way than future phones will be much faster with bigger RAM meaning almost as powerful as a normal desktop or a laptop or even faster ...... let's put it this way, there is more potential .... the number of apps on Apple store for iPhone is growing at an exponential rate ... not just growing but growing with more features enabling the ability to do more on a cellphone. For example things possible on an iPhone: editing Videos, Audio, Pictures, Edit/Create Documents (excel, ppt, word an more), eMails, web browsing, entertainment (high end graphics better than same desktop and laptop games, geo-tagging, and more) </span><br style="font-family: Arial,Helvetica,sans-serif;" /><br style="font-family: Arial,Helvetica,sans-serif;" /><span style="font-family: Arial,Helvetica,sans-serif;">The iPhone (or other smartphones) will have the capability to perform complex and big tasks almost the same as a computer ...... the iDock concept does what a docking station for a laptop does .... provides more power and ability such as USB ports, monitor out, printer port etc. The iDock will do the same and in doing so convert the iPhone into a desktop computer .... better, it allows the user to carry important documents and data on the phone and still have to power to do anything at anytime...... the iDock will provide a DVD drive, USB, Firewire and monitor out this of-course depends on Apple and other smartphone manufacturers to open the platform and upgrade the hardware in future handsets to allow these capabilities ...... it's not that we don't have the technology or ability it's more that we need time and perhaps vision from leading phone manufacturers to take this further.</span><br style="font-family: Arial,Helvetica,sans-serif;" /><br style="font-family: Arial,Helvetica,sans-serif;" /><b style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 1.25em;">How it will work?</span></b><br style="font-family: Arial,Helvetica,sans-serif;" /><br style="font-family: Arial,Helvetica,sans-serif;" /><span style="font-family: Arial,Helvetica,sans-serif;">Dock your iPhone on the iDock and away you go. Plug in the peripheral devices you use for example, USB keyboard, an external monitor and perhaps an external harddrive. The iDock is a dumb unit (meaning it has no operating system), the iPhone and the apps on the iPhone is the main unit. Although the iDock may have RAM and a processor to ease the load on the iPhone processor, it is to 'enhance' the ability on the iPhone. The apps on the iPhone are like apps you have on a desktop or laptop.</span><br style="font-family: Arial,Helvetica,sans-serif;" /><br style="font-family: Arial,Helvetica,sans-serif;" /><span style="font-family: Arial,Helvetica,sans-serif;">The way things are moving at the moment, you wouldn't really need a huge processor to perform your tasks. Cloud computing is growing at the same rate as the smartphones are growing in power and ability perhaps leveraging off each others success and complementing each others strengths and weaknesses.</span><br style="font-family: Arial,Helvetica,sans-serif;" /><br style="font-family: Arial,Helvetica,sans-serif;" /><b style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: 1.25em;">What is the future than?</span></b> <br style="font-family: Arial,Helvetica,sans-serif;" /><br style="font-family: Arial,Helvetica,sans-serif;" /><span style="font-family: Arial,Helvetica,sans-serif;">The future is cloud computing and in mobile technology like smartphones. Ubiquitous computing - being everywhere and having the power of a computer and more in your hand. </span>Vickel Narayanhttp://www.blogger.com/profile/08602499603575149901noreply@blogger.com0