STUDENT NAME STUDENT NUMBER MARKS

Bender CJ Gerda 77129793 /70

PGCHE
CEL 420 Assignment 1
Questions and Answers
Question 1

1.1 Write descriptive notes on exploring, searching and selecting information as engagement
skills required in e-learning. (10)

Exploring in e-learning

Exploring

= almost everyday activity

Using a set of criteria to

look, scan and browse

Information that might

 match our interests
or
 meet our needs

(Holmes & Gardner, 2006:4)

Searching and Selecting in e-learning

+
Criterion-searching Selecting by relevance

by by

Choose by specific criteria

Identify sources
and learning needs

1
 Saving, keep track and add new info
by

Bookmarking / Favourite websites

keep

Personal annotated databases

e.g myDataBus.com; UP Portal;
RefWorks.

(Holmes & Gardner, 2006:3-4)

1.2 The cycle of consolidating knowledge begins with learners seeking to share new knowledge
(discuss), explain (externalize) what has begun to be internalized. (10)

List and describe the skills that learners utilise in the cycle of consolidating knowledge.

Collaborate and Discuss

Action
Understand
Explain
Tell and Share

Consolidating knowledge
Externalise
Internalise

Repeating and teasing out Contribute

implications

Listening and hearing inputs

Learning practices exhort learners to follow through, consolidate, share and use
their knowledge gains.

(Holmes & Gardner, 2006:6-7)

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 1.3 Write descriptive notes on analysis, synthesis and testing as engagement skills
required in e-learning. (10)

Analysis and synthesis in e-learning

leads to
Analyse within the Synthesize
context

Deconstruct the
  Rebuild as own
complexity knowledge
 Parts /sections  Relationships
 Categories  Putting together
Relate with importance for specific learning needs

New knowledge for self

And
Contribute new understanding to others

= Assimilate new knowledge and understanding

(Holmes & Gardner, 2006:5-6)

Testing in e-learning

Interactive engagement in e-
learning
is used by testing, discovery, test
hypotheses of

the Web-based information in many forms, simulations, games

Learners explore and manipulate virtual circumstances and conditions relevant to (

H the focus of their studies, e.g. Social Sciences: Levels of poverty in provinces in ol
Doing the work allows learner to create and assimilate new knowledge
m South Africa e
s &
Gardner, 2006:5-6)
Question 2

2.1 Holmes and Gardner* (2006) view e-learning as: “online access to learning resources,
anywhere and anytime.” (p 14). (10)

Critically discuss this statement.

Holmes and Gardner (2006:14) only state one facet of e-learning “access to learning resources”
but what about the interaction or active learning of the learner and the use of the different tools or

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devices in e-learning. From the definition it seems that the learner is only receiving without the
active contributing to and sharing of information.

E-learning is not Mobile-learning. I regard Mobile-learning as anywhere and anytime as mobile

technology is allowing learning to move literally into the hands of the learners. The internet-enabled
cell phones put the web in the hands of learners anytime, anywhere or at least where the learners
can access a hard-wired or wireless portal. However it will depend on whether access is available
and whether South African students can afford it. The financial implications of internet access is
still very high in South Africa.

I shall use the European e-Learning Action Plan definition of e-learning as the conceptual
framework in higher education which is: “the use of new multimedia technologies and the Internet
to improve the quality of learning by facilitating access to resources and services as well as remote
exchanges and collaboration” (COM, 2002:2 as cited by Homes & Gardner, 2006:24)

Reading the literature on e-learning and the many definitions my conceptualisation thereof in the
context of higher education is the use of any of the new technologies or applications in the service
of learning or learner support. It is important because e-learning can make a significant difference
to how learners learn, how quickly they master a skill, how easy it is to study and, equally
important, how much they enjoy the learning. Thus, the main aspect in e-learning is the use of
tools /devices to enhance and support the quality of learning. However, learners still need people
support and therefore I support the concept of “blended learning” – e-learning and the more
conventional face-to face learning in the classroom (compare Homes and Gardner, 2006:14).

In higher education a student who is learning in a way that uses information and communication
technologies is using e-learning. These interactive technologies support many different types of
skills such as:

 internet access to digital versions of materials unavailable locally

 internet access to search services
 interactive diagnostic or adaptive tutorials
 interactive educational games
 remote control access to local physical devices
 personalised information and guidance for learning support simulations or models of
scientific systems (managing the learning)
 communication tools for collaboration with other students and teachers tools for creativity
and design
 virtual reality environments for development and manipulation
 data analysis, modelling or organisation tools and applications and
 electronic devices to assist disabled learners (Laurillard, 2006:71-72).

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2.2 Discuss the following information and media skills: Analysing, accessing, managing, integration, evaluation and creation of information in a
variety of forms and media. (30)
Table 1: Information and media skills in a variety of forms and media
Skills
Text
Analysing Deconstruct the complexity of
the text into parts, sections
categories etc.
Breaking down the
information into the
component parts and seeing
the relationships. This
includes the following:
• seeing patterns;
• organisation of parts;
• recognition of hidden
meanings;
• identification of
components.
E.g. Text-based menus that
allow students to select and
display information on a
certain topic.
Accessing Learner should have access
to computer with the relevant
software and know how to
use it.
E.g. Navigate to the following
web site:
http://www.prenhall.com/roblyer/
Enter the site by clicking the
corresponding edition of the
prescribed book.
Digital Media
Graphics Animation Audio Video
Breaking down the Breaking down the Breaking down the Breaking down the
information into the information into the information into the information into the
component parts by component parts and component parts component parts hearing
means of graphics seeing the relationships hearing and seeing the and seeing the
and seeing the by means of animation. relationships by means relationships by means of
relationships. This This includes the of audio. This includes video. This includes the
includes the following: following: the following: following:
• seeing patterns; • seeing patterns; • seeing patterns; • seeing patterns;
• organisation of • organisation of • organisation of • organisation of parts;
parts; parts; parts; • recognition of hidden
• recognition of • recognition of • recognition of meanings;
hidden meanings; hidden meanings; hidden meanings; • identification of
• identification of • identification of • identification of components.
components. components. components.
E.g. Illustrate analysis
of a concept 2D and
3D.
Visual learners may Learner should have Learner should have Learner should have
learn concepts faster. access to computer with access to computer with access to computer with
e.g. Clip art collection. the relevant software the software and know the software such as
Use PowerPoint to and know how to use it. how to use it, Microsoft producer, Photo
draw Learner can obtain story, Movie Maker or
audio files for use in Windows XP Media
digital media Center Edition.
applications in several
different ways such as Learner should have
to capture sounds hardware and software for
digitally using a video production ( video
microphone, tape or camera or VCR) and
audio CD player, or any know how the use it.
5

Managing Know how to manage text and
how to use the internet in the
classroom and to support and
enhance learning.
Integrating
Integrating and using the
information appropriately in
different situations:
 integrate information;
 integrate methods,
concepts and theories in
new situations;
 solve problems by
integrating required skills
or knowledge.
E.g. Curriculum integration:
The effectiveness of
technology integration by
evaluating the impact on
student’s achievement
Evaluating Making judgments of an idea,
theory, opinion, based on
criteria. This includes the
following:
other audio input device
that is plugged into a
port on a sound card or
a USB.
Manage the functions Managing the Managing the Managing the educational
of graphics. educational tools for the educational tools for the tools for the support and
Graphics also serve as support and support and enhancement of learning.
navigational elements; enhancement of enhancement of To use video in digital
buttons to link to more learning. learning. Using audio in media application the
information a digital media learner must capture,
application can digitize and edit the video
supplement text and using special video
graphics and enhances production hardware and
understanding software.
Integrating and using Integrating and using Integrating and using Integrating and using
graphics and animation appropriately audio appropriately in video appropriately in
information in different situations: different situations: different situations:
appropriately in
different situations:  integrate animation  integrate audio with  integrate video with
with information; textual information; audio information;
 integrate
information;  integrate animation,  integrate audio with  integrate video,
concepts and concept clarification concepts (audio) and
 integrate methods, theories in new and theories in new theories in new
concepts and situations;
situations; situations;
theories in new
situations;  solve problems by  solve problems by  solve problems by
integrating required integrating required integrating required
 solve problems by skills or knowledge. skills or knowledge. skills or knowledge.
integrating
required skills or E.g. Integration of E.g. Use software
knowledge. animation in specific programs such as
area of curriculum Those provided with
E.g. Create a mind integrated learning
map on Educational systems e.g. iMovie and
Simulations using PowerPoint
CmapTools.
Making judgments of Making judgments of an Making judgments of an Making judgments of an
the graphic, idea, idea, theory, opinion, idea, theory, opinion, in idea, theory, opinion in the
theory, opinion, based used in and with the and with the audio, video, based on criteria.
on criteria. This animation, based on based on criteria. This This includes the
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 • compare and
discriminate between
ideas;
• assess value of theories,
presentations;
• make choices based on
reasoned argument;
• verify value of evidence;
• recognise subjectivity.
Web resources: Authority;
affiliation; purpose and
objectivity; content and
learning process ( valid;
relate to curriculum);audience
and currency; design [Web
evaluation rubrics]
Creating Putting the component parts
information (text) together to form new
products and ideas: This
includes the following
• use old ideas to create
new ones;
• generalise from given
facts;
• relate knowledge from
several areas;
• predict, draw
conclusions.
E.g. Creating learning objects
includes the following: criteria. This includes includes the following: following:
• compare and the following: • compare and • compare and
discriminate • compare and discriminate discriminate between
between ideas; discriminate between ideas; ideas;
• assess value, between ideas; • assess value of • assess value of
presentations; • assess value of theories, theories,
• make choices theories, presentations; presentations;
based on presentations; • make choices based • make choices based
reasoned • make choices based on reasoned on reasoned
argument; on reasoned argument; argument;
• verify value of argument; • verify value of • verify value of
evidence; • verify value of evidence; evidence;
• recognise evidence; • recognise • recognise subjectivity.
subjectivity. • recognise subjectivity. E.g. Evaluating the
subjectivity. E.g. Project- based effectiveness of
The effectiveness of assessment ( real-world integrating a video
technology integration: The effectiveness of projects) where learners
Assessment tools. integrating animation. have an active role in Evaluating and Selecting
Continuously evaluate Evaluating and completing tasks, Instructional Software
before instruction Selecting Instructional solving problems.
begins, during and Software Evaluating and
after. Selecting Instructional
Evaluating and Software
Selecting Instructional
Software
Create a mind map on Use as a tool to Present projects to Use as a tool to enhance
Educational enhance learning. class, a community learning.
Simulations using Learner can create own (presentations with Present projects to class,
CmapTools. detailed and highly digital media) and add a community
Create flowchart or dynamic animations to a webpage (presentations with digital
storyboard using using a graphics ( MySpace; Blog) media)and add to a
software such as animation software webpage ( MysSpace;
Inspiration package. In addition the Blog).
learner can obtain
previously created Create video by video
animations for a CD, a compression (decrease
DVD, or the Web. the size of the files)
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 and make it available to
other learners in a
communal learning resource
space. Creating a curriculum
page
Creating evaluation tools:
checklist; rating scale; rubric.

(Bloom & Krathwohl, 1984; Anderson & Krathwohl, 2001:67-68; Shelly, Cashman, Gunter & Gunter, 2006)

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Bibliography

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and
assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New
York : Longman.
Bloom, BS and Krathwohl, DR, (1984). Taxonomy of Educational Objectives. Handbook 1.
Cognitive domain, Addison-Wesley:
Holmes B and Gardner J (2006). E-Learning concepts and practice. London: SAGE Publications.
Laurillard D (2006). E-learning in higher education. In: Aswhin, P. Changing higher Education.
The development of teaching and learning. London: Routledge.
Shelly, GB, Cashman, TJ Gunter GA and Gunter, RE (2006). Integrating Technology and Digital
media in the classroom. Boston, MA: Thomson Course Technology.