Saturday, May 23, 2009
Friday, May 8, 2009
Wednesday, April 29, 2009
Tuesday, April 28, 2009
Sunday, April 26, 2009
Friday, April 17, 2009
Friday, April 10, 2009
Did You Know?
Did you know?
===
Do you know how IT changes our life?
The gap between the developed nations and the developing countries has been narrowing down since the use of IT has been becoming common in the developing countries.
The developed nations (especially the US) worry about the future domination of China and India.
Web 2.0 ... The Machine is Us/ing Us
It shows how Web 2.0 changes our old traditional way of using the Internet/Web.
Wednesday, April 8, 2009
Development of an Information Literacy Framework for Hong Kong Students
http://www.edb.gov.hk/index.aspx?nodeid=4388&langno=1
To cope with the transformation towards a knowledge society, students nowadays are expected to learn information literacy.
To cope with the transformation towards a knowledge society, students nowadays are expected to learn information literacy.
Thursday, April 2, 2009
Monday, March 30, 2009
Tuesday, March 24, 2009
Sunday, March 22, 2009
Friday, March 20, 2009
Friday, March 13, 2009
Wednesday, March 11, 2009
LO exercise - 'The Think Principle"
‘The THINK Principle” by Rose Bunnow
http://www.wisc-online.com/objects/index_tj.asp?objID=CCS6308
The Author thinks that people of integrity are careful of what they say. She proposed a method called ‘The THINK Principles” to help people decide how to be more prudent in what they say or actually to say anything at all.
‘THINK’ is the acronyms of the 5 principles one should check against before one speaks. It stands for:
T: is it True
H: is it Helpful
I: is it Inspiring
N:is it Necessary
K: is it Kind
If I use Gagne’s 9 events of instruction to assess this LO, the author has done a good job to present her objective & 5 principles via good play on words & recall strategy. The pity is that after practices there is no feedback, no assessment & learners would not know if he has understood the principles & to what extent.
1 Gaining attention (reception) :The title is quite capturing ‘The THINK Principles’, simple words but could imply rich ideas, might lead people to have a look.
2 Informing learners of the objective (expectancy) –also cleverly stated by a play on words - learn how to ‘think before talk’ not ‘talk before think’.
3 stimulating recall of prior learning (retrieval) –an short recall test available of the principles but not prior learning retrieval
4 presenting the stimulus (selective perception) –3 exercises with are given & learners are asked to access the speakers statements against the 5 steps principles.
5 providing learning guidance (semantic encoding) –yes, instructions clear & direct. Also learners have to complete the exercises before moving on.
6 eliciting performance (responding) –yes, learners asked to provide written comments
7 providing feedback (reinforcement) – not available
8 assessing performance (retrieval) – not available
9 enhancing retention and transfer (generalization) – not available
http://www.wisc-online.com/objects/index_tj.asp?objID=CCS6308
The Author thinks that people of integrity are careful of what they say. She proposed a method called ‘The THINK Principles” to help people decide how to be more prudent in what they say or actually to say anything at all.
‘THINK’ is the acronyms of the 5 principles one should check against before one speaks. It stands for:
T: is it True
H: is it Helpful
I: is it Inspiring
N:is it Necessary
K: is it Kind
If I use Gagne’s 9 events of instruction to assess this LO, the author has done a good job to present her objective & 5 principles via good play on words & recall strategy. The pity is that after practices there is no feedback, no assessment & learners would not know if he has understood the principles & to what extent.
1 Gaining attention (reception) :The title is quite capturing ‘The THINK Principles’, simple words but could imply rich ideas, might lead people to have a look.
2 Informing learners of the objective (expectancy) –also cleverly stated by a play on words - learn how to ‘think before talk’ not ‘talk before think’.
3 stimulating recall of prior learning (retrieval) –an short recall test available of the principles but not prior learning retrieval
4 presenting the stimulus (selective perception) –3 exercises with are given & learners are asked to access the speakers statements against the 5 steps principles.
5 providing learning guidance (semantic encoding) –yes, instructions clear & direct. Also learners have to complete the exercises before moving on.
6 eliciting performance (responding) –yes, learners asked to provide written comments
7 providing feedback (reinforcement) – not available
8 assessing performance (retrieval) – not available
9 enhancing retention and transfer (generalization) – not available
Monday, March 9, 2009
Saturday, March 7, 2009
Review: A learning object on the skills of apologizing (by Yanchap)
After offending somebody, one should apologize in order to comfort the offended. However, the way one apologizes does matter - the use of appropriate tones and words determines whether the apology is successful in comforting the others or not.
In the learning object, the learners would be able to experience different ways of apology in the first person point of view.
At the very first screen of the object, learners are affirmed the importance of an appropriate apology. It states the goal of learning very clearly.
After the opening statements, learners come across some statements of apology. In this part, learners are able to hear the audio recordings of the particular statements and determine which of them are more pleasing. Due to the availability of the audio clips, learners can familiarize with the situation more easily.
After finishing the above-mentioned activity, learners are asked to enter their observations about the art of apologizing. It leads the learners to think in depth why different statements of apology could have different effects. However, the learning object could not provide any feedback on the comments from the learners, even the learning object could not output the entered text to a text document for the teacher to comment.
The last part of the object explains the effect of apology of different statements. It enables learners to consolidate what they have experienced in the previous activities.
In the learning object, the learners would be able to experience different ways of apology in the first person point of view.
At the very first screen of the object, learners are affirmed the importance of an appropriate apology. It states the goal of learning very clearly.
After the opening statements, learners come across some statements of apology. In this part, learners are able to hear the audio recordings of the particular statements and determine which of them are more pleasing. Due to the availability of the audio clips, learners can familiarize with the situation more easily.
After finishing the above-mentioned activity, learners are asked to enter their observations about the art of apologizing. It leads the learners to think in depth why different statements of apology could have different effects. However, the learning object could not provide any feedback on the comments from the learners, even the learning object could not output the entered text to a text document for the teacher to comment.
The last part of the object explains the effect of apology of different statements. It enables learners to consolidate what they have experienced in the previous activities.
Wednesday, March 4, 2009
An interactive learning object
This is a learning object for learners to learn the concepts and functions about cam, gears, levers and pulleys. It encourages learners to try to build a machine through using these tools. The reasons why I like it are as follows:
--Appropriate academic references are provided
--Clear learning objectives
--Clear instructions
--Help learners to engage effectively with the concept/skill/idea:
Illustrate concepts that are less easily explained through traditional teaching methods
--Easy to use:
Consideration of the general layout of the object, attention to the buttons, menus, text and types of user-object navigation
--User control and freedom:
If users choose a function by mistake, they can safely leave the unwanted state
Tuesday, March 3, 2009
Monday, March 2, 2009
About RISAL
Hi,
I can not add the asset via RISAL. When I click the button "continue", it says:
Error: '/home/risal/libs/../templates_c' is not writable! Please chmod this directory to 777
Please fix the above error(s), install halted!
Error: '/home/risal/libs/../cache' is not writable! Please chmod this directory to 777
Please fix the above error(s), install halted!
What about you? Can you add the asset successfully?
I can not add the asset via RISAL. When I click the button "continue", it says:
Error: '/home/risal/libs/../templates_c' is not writable! Please chmod this directory to 777
Please fix the above error(s), install halted!
Error: '/home/risal/libs/../cache' is not writable! Please chmod this directory to 777
Please fix the above error(s), install halted!
What about you? Can you add the asset successfully?
Saturday, February 28, 2009
Friday, February 27, 2009
Friday, February 20, 2009
Tuesday, February 17, 2009
My experience to use ICT in learning.
The experience that I want to mention is using the online learning enviroment. I most like the activity part. Especially, teacher added in the lesson with Gong- a communication tool with streaming audio . It is very interesting, when I participated in the discussion in Gong. Because I can hear others' voice, it makes me feel exciting. I think Gong is very useful, because:
---Time management. I am able to take part in the discussion at any time. Personally, When I have an idea, I just say it and then it will post the speech to the group.
---Kind. Because it is voice-based communication method, it is friendly. To some extent, it is like a real discussion.
---Resuable. I can review the records which were several days ago.
---Full preparation. Before I post my audio record to the group, I can check my speech. If I found some mistakes, I will have the chance to correct.
---Time management. I am able to take part in the discussion at any time. Personally, When I have an idea, I just say it and then it will post the speech to the group.
---Kind. Because it is voice-based communication method, it is friendly. To some extent, it is like a real discussion.
---Resuable. I can review the records which were several days ago.
---Full preparation. Before I post my audio record to the group, I can check my speech. If I found some mistakes, I will have the chance to correct.
Sunday, February 15, 2009
Experiences with IT
Hi,
i'd like to share with u my experience with searching for info on web.
more than a yr ago, i need to lead a project - creating a mulitmedia courseware for young kids to learn mandarin chinese as second language (SLA). i'd have to do some market research - to know what is already available in the market; who is doing it & how they do it. and i started with the web.
my intensive online research period has last for 6 months or so - there are many many many sites & also many many many links from 1 to the others. i put down notes about the site content & things worth referencing. there are also sites who servces as a 'hub' that link to many other online chineses sites. at 1 time i have at least over 100 sites noted but when i review them afterwards, i have little clue what they were!
my thoughts when i reflected upon it now are:
1. before the search, it's better to think & find out the key possible relevant place to find the info. or else you get drown like me & need 12 cups of coffee a day.
2. info literacy is really a skill that needs learning; too much info is bad for your health. am still learning.
3. for me without the domain expertise e.g. SLA teaching; it is difficult to judge what is a quality & relevant leads. hence consulting with life experts is still essential as pointers.
4. some people are doing some 'sorting' & grouping for others on the web e.g. like the 'hub' site i accidentally run into. nevertheless, it is still in a link format; there are many duplications under different categories e.g. the same site might appear under 'Reading' and 'Chinese characters' and 'online schools' and 'writing'. i'll then run into the same site 4 times. for these kind of 'hub' site, some better navigation & site map work would even help more.
I think there is a lot for sunday afternoon, i need my 4th coffee. talk soon.
Friday, February 13, 2009
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