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E-learning: an overview Michael Rowe Department of Physiotherapy

E-learning: an overview Michael Rowe Department of Physiotherapy. The Net Generation Understanding the target audience. They live, work and play online Always connected regardless of time / place Both consumers and creators of content Social networks are their frames of reference.

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E-learning: an overview Michael Rowe Department of Physiotherapy

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  1. E-learning: • an overview • Michael Rowe • Department of Physiotherapy

  2. The Net GenerationUnderstanding the target audience • They live, work and play online • Always connected regardless of time / place • Both consumers and creators of content • Social networks are their frames of reference

  3. Education as it is...and why it won't last • Teacher is source of knowledge (didactic paradigm)‏ • Mon-Fri / 9-5 • One way stream of content / knowledge (creation and dissemination)‏ • Social networks are disregarded

  4. Education as it will beImplications for teachers • Use the Internet as a source of knowledge * • Be available 7 days a week • Multiple streams of content adding to richness of knowledge • Leverage network effect * • July, 2008: 1 trillion pages, 100 million sites • Network effect – measure of how the value of a product increases with each user

  5. On social mediaweb 2.0 characteristics • Internet based tools • Sharing and discussion • Digital multimedia • Community building / network effect • Decentralised publication • Distinct from newspapers, books, TV and film (traditional media)‏

  6. Why is this important? • Managing expectations • Students • Teachers • Software • Not just about putting content online • Context important

  7. KEWL 3.0 in physiotherapy • Open content • Integration of social media technologies • Local support service • Regular improvement • Potential to enhance traditional teaching

  8. Wikis • Editable websites (content creation)‏ • Freeform text / semantic web • International collaboration across time / space • Peer review process / evidence based practice

  9. Blogs and RSS • Informal monologue • Content broadcast to students • Automatic updates (e.g. changes in course readers, test dates, class times)‏ • Podcasts • Video / audio • Hearing impaired students • Education anywhere

  10. Online office suitesGoogle Docs / Groups, Skype • More efficient workflow (e.g. RSS for change updates)‏ • Undergraduate research projects • Access anywhere • Monitor progress / provide feedback

  11. Challenges in e-learning • Hardware (cost, inequitable distribution of resources)‏ • Software (proprietary vs. open)‏ • Time it takes to change (e.g. content, skills)‏ • Traditionally poor IT literacy

  12. The way forward • Personal learning systems • Students control learning environment, process and content • No formal classes • Education anywhere on mobile devices

  13. Why use this... • Big and heavy / immobile • Geographical limitations • Too powerful for most needs • Cables (power, mouse, network)‏ • Long boot times / switched off

  14. When you can use this... • Small and compact / mobile • Use anywhere • Suitable for: • Email / browsing • Photos / video • Office applications • Wireless • Always / instantly on • It's also a phone, IM client, MP3 player, PIM • Location and position aware

  15. Conclusion • E-learning is not an option • Everybody is already online • Will we join them, or become increasingly irrelevant?

  16. Presence http://www.mrowe.co.za/blog http://www.openphysio.co.za Facebook: Michael Rowe Skype: theboatashore email: mrowe@uwc.ac.za

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