A buzzy world!

Implementation and Reflection Report for Project

Reflective Journal for Project
Personal learning and reflection, ethical and accessibility issues, technology and technical learning, teaching and learning effectiveness, project plan, possible improvements and future extensions.
Previous to this blog I put together my proposal and preliminary design for the project, this information is confidential and was only submitted to my tutor and client.

Week 25th May to Project Completion 28th May 2015

• Created google forms and docs for survey, course questions and questionnaire and linked them into site where appropriate.
• Tested site, and tested site with two others. I have had to make a few changes to formatting i.e. Edited site page content background was too busy, so faded image and navigation bar on the side not user friendly, so I have added the horizontal bar and merged all modules into one tab.
• Added copyright to site, as this is closed learning, no one can share or reproduce or store any part of the course.
• This site is only accessible to authorised people, through the education manager sending them the link.  
• Added extra pages to website (course files, this is so everything was in one place as well as on the appropriate pages).
• Playing around with poster design. Downloaded EIT files and client file.
• I find it interesting that I have never heard of or put together a academic learning poster before, it must be a teacher thing. (I have a business degree, neither had a few of my super brainy friends that have degrees in other areas). 
• Rush, rush, rush now to actually make it to class this afternoon with everything finished.
• Pretty happy with on-line training site, I managed to keep to the project plan with little deviation, although the time to maneuverer around google sites and embedding files took way too long.
• I feel I have produced a good on-line training site that meets the objectives.  There is definitely room for improvement and additional learning of the programs. 
• I didn't complete the French Application training video. I will add this at a later date.
• Possible improvements would be to include a management system to track students results. Also the embedding files and template needs work to make it look more professional.
• BOOM! 
• Submitted all aspects of my project (poster, link to reflective blog, link to project website) and presented my on-line learning object to the class.  BOOM<BOOM!
• Opps just realised I put the wrong process diagram in my poster, was suppose to be OTARA and I referenced ADDIE.  I wonder if MV notices.
• Upon viewing other students work, you can see everyone has put in so much time and effort into their projects and the quality of some sites is just amazing! Well done everyone! This was certainly a challenging, technical course that MV has developed.  I have learnt so much.

Academic Poster

Week 18th May - 24th May 2015

•  Must remember to add copyright on site, images, content and video files.  © Me, 2015 " as provided by the Copyright Act 1994, no part of this website may be reproduced, shared or stored in a retrieval system in any form or by any means without the prior written permission" ©  Images owned by my Client.
• Constructed the multi-choice element in Camtasia and added it to the site.  I hope the page loads easily as the video and quiz elements tend to be large files. I had to sign-up to screencast.com to load the quiz using the HTML code, after many attempts at embedding the file.
• Added the course information description, OMG I don't know how to write HTML code, well I do now, I couldn't get my table in googlesites to format properly. Done!
• Editing video, adding elements and constructing site this week.
• I have one more video shoot with client on Thursday to do a couple of fix-ups (voice retakes & reshoot my portrait shots).
• MV helped embed my quiz file. However it not to work when I got home, so I have added a link and set up a quiz in google forms and linked it back to google drive.
• Edited more video.
• Formatting site and preparing functionality. 
• Started academic poster. Added content and mainly have to work on design.

 Week 11th May - 17th May 2015

• Monday I purchased a tripod ($40) and selfie stick ($23) to be able to take long, steady video with my phone on Wednesday. Tested it, it is awesome. I have to reshoot some frames from last week as I realised I turned my phone to portrait in two of the shots.  Always have your phone on landscape for video, always! 
• I have learnt that I am now an "iphonegrapher" "iphonefilmy".
• Downloaded 'hot potatos" and added content to multi-choice questionnaire. I couldn't get it to upload onto my google sites.
• I've been working on my site layout, deleted everything and starting fresh. I'm not sure if Google sites is going to facilitate all the learning that I want to do, or maybe I need to figure out a way to do it.  (i.e.: login, email).  The layout has to change to accommodate google sites functionality.
• Wednesday, we shot the video for the other four modules, it went great, although I have to do a few extra edits when I produce it as their dog decided to have a little bark in some of the modules.  I know this will not be perfect as some of the angles and light could of been better, however the quality progressively improves.  I really needed to get some tips from Sir Peter Jackson before I started filming.  My client was an absolute a rock star, so professional, and so easy to work with, I couldn't of wished for a better person to do this with.  Oh yes and our hand model Kelly rocked too.  (I am sure she will get a nomination at the  Academy Awards for Best Supporting Actress for "online training videos").
• I am so pleased that the storyboard was spot-on for these modules and the learning outcomes where made very clear.  This ensured we were on-point with every aspect of learning in the demonstration videos.

(the video will only play on laptops and PC's)

Week 4th May - 10th May 2015
What a week.......I am now starting to construct my project  "Gel Polish Training"

• I have set-up google drive with a folder called "project" and copied all my project files over.
• Uploaded my homepage image to google sites and searching for  a good layout that will allow the text to be legible.  I may have to have a rethink and alter the image in photoshop to ensure it works.  As well as merge the two graphics I have for the other module web pages. [NW]
• Self-learning of the web-based system "googlesites" and educating myself about its functions and use by watching many, many YouTube videos and trial and error application.
• Trialled "google forms" to test multi-choice questionnaire, but not right, I will use this for  the survey.  MV suggested " hot potato's" for the multi-choice questionnaire. [NW]  "Camtasia" has this function too.
• Before the first video shoot, my client and I went over the main learning outcomes of the module and reviewed the storyboard of key points, ensuring all points where covered.
• Captured the first video with my client 8th May.  It went well, although because of the content there are a quite a few frames that will have to be meshed or "stitched" together.
• Downloaded the "camtasia studio" software for video editing, and have watched 20 or so tutorials.  Then uploaded my videos by streaming my phone to sync with my laptop, since then I discovered a app that will be more efficient "fuse".  I have edited the original videos by splitting, cutting, adjusting zoom, audio, clip speed, adding animation and text etc. This training module is still in the post-production stage  and just needs a little more work before its final production (I will save as a MP4 file with video / HTML).  [NW]
• Set-up next shoot with client and model for the 13th May.  We hope to get the other four modules videoed on this day.

Upon reflecting on this week, I realise I have so much to learn and produce in such a short amount of time.  Not only do I have to download the appropriate software or signup to these cloud based sites, I have to learn, utilise and apply them in my project. This is not as easy as it seems and very, very time consuming. Gee's MV this is like a multimedia class.  In saying that I am really enjoying creating my project and have time next week to really make some headway.  BOOM!

DLT Blog coming to a close......or is it

I hope you enjoyed the ride!

8.2 Blog Comments

What abuzzyworld said on other peoples blogs.

Contribution to the class blog: Posted Sunday, 29 March 2015
Teacher dashboard #vmvwiki
Teacher dashboard video (local schools are using this e.g Taradale Primary School).  https://www.youtube.com/watch?v=rREpQLiHMFg&feature=youtu.be

 Posted by Mark_Lynskey at 20:23
1 comment:

8.2 Reflection

As we continue the journey of learning and head toward the end of this course, it is time to reflect.

I have learnt so much in such a short amount of time. From new digital learning technologies and platforms to the issues that surround this type of learning and the role of learning technologists and pedagogies are used in an instructional multi-dimensional learning environment.

I now know the how to… about digital learning, by using adobe connect in a classroom environment and from learning from home. As well as the benefits and issues that can arise from this technology.

The different methodologies tutors can use to present a topic by inspiring learning with interactive lessons, real time assessment, virtual experiences, classroom contests and challenges. And the how to use the OTARA, ADDIE and rapid prototyping models.

I am more aware and savvy of my own personal learning and personal learning network I choose to engage in.  Having the guest speakers was great, in particular Joyce Seitzinger. WOW she's so inspiring and she was certainly on point with her lecture with us.

I enjoyed creating twitter account and blogging. I liked planning my project, however it did get quite technical and challenging and I lost myself in all the information a couple of times. KISS

I really enjoyed the whole experience, it is like looking into the future, but the future is already here… This digital age of learning will transform our classrooms, empower teachers and captivate and engage students and professionals. BOOM!

The course was run pretty smoothly, my only bug was the combination of both EIT online course material and the wiki course material. I found it difficult to navigate and always went round in circles trying to find what I required. Weather this was my level of understanding or a possible suggestion to streamline coursework into a more user friendly system. Of course I got there in the end, but quite frustrated. I would suggest handing out one sheet of paper with the navigation map of the course material on it and include due dates of assessments.

Good Job Michael, great course!




Completed Survey

7.1 Class blog/Campus walkabout

My contribution to the class blog reflecting on the issues that surround the use of the digital learning technologies. This explains the role of learning technologist and pedagogies, used in an instructional design model to map learning outcomes, assessments and activities.  

Link to the class blog, campus walkabout:   Posted: 9th April 2015

BOOM! DLT tour of ”TOM CATS” music lab/classroom  

 

8.1 Online Training Course

Example of an online training course

Massage Therapy At Home[edit | edit source]

http://wikieducator.org/Masseuse/Massage_Therapy_At_Home this course has been put together by a third year BCS student. It is an training video of how to massage at home. It is put together for a beginner level masseuse. They have used Wiki Educator as the platform for learning. They have used a wide array of assessment tools and photos. It is nicely formatted, professional and very user friendly. --Abuzzyworld (talk) 04:12, 23 April 2015 (UTC)


http://wikieducator.org/VirtualMV/Digital_Learning_Technologies/Online_Courseware_Examples#Massage_Therapy_At_Home

5.2 Exploring Cloud Tools

 Go to:
http://wikieducator.org/VirtualMV/Digital_Learning_Technologies/Cloud_tools/2015Activity

Schoololgy

Schoololgy

Sharon --Abuzzyworld (talk) 04:58, 22 March 2015 (UTC)

Schoololgy

Schoology is an online learning, classroom management, and social networking platform.

It improves learning through better communication, collaboration, and increased access to curriculum and supplemental content.

Schoology YouTube

"Schoology  is a learning management system (LMS) for K-12 schools, higher education institutions, and corporations that allows users to create, manage, and share content and resources. Also known as a course management system (CMS) or Virtual Learning Environment (VLE), the cloud-based platform provides tools needed to manage any classroom or blended learning environment.

The schoololgy service includes attendance records, online gradebook, tests and quizzes, and homework dropboxes. The social media interface facilitates collaboration among a class, a group, or a school. Schoology can be integrated with existing school reporting and information systems and also provides the added security, filters and support that school districts require" (Wikipedia, 2015).

References:
Schoology. (2015, February 20). In Wikipedia, The Free Encyclopedia. Retrieved 07:49, March 22, 2015, from http://en.wikipedia.org/w/index.php?title=Schoology&oldid=648016614

VirtualMV/Digital Learning Technologies/Cloud tools/2015Activity. (2015). In WikiEducator/VirtualMV wiki. Retrieved March 22, 2015, from http://wikieducator.org/VirtualMV/Digital_Learning_Technologies/Cloud_tools/2015Activity

Retrieved from Shuttershock, 2015

5.1 PLN - Personal Learning Networks

5.1.1  
On the 16th March 2015 in our DLT (digital learning technologies) class we where privileged to have a lecture (via Adobe connect) from guest speaker “Joyce Seitzinger" AKA Cats-Pyjamas, digital coach and master of digital learning everything!  

The topic: PLN Personal Learning Networks
PLNs are the 21st century way of tapping into collective knowledge, information and gaining feedback from people with similar interests. It connects people and professionals in many ways that enhance learning and education (Wikipedia, 2015). 

My reflection on the PLN lecture with Joyce Seitzinger: Giving thought to my own personal learning and the personal learning networks that I utilise, mine pales in comparison to Joyce's vast PLN's knowledge especially her moodle and twitter expertise. I would consider myself a newbie or "visitor" to PLN, although I do use youtube, linkedIn, google sites, facebook, twitter, blogger, email, moodle, pinterest, my lecturer, wiki and a few more. My PLN at present is both people and information based equally and the potential is unlimited! WOW! KA-BOOM!

These are PLN challenges I am currently working through as I progress through this course. Lets start with the inconcievable amount of information out there, we refer to it as "information bloat". When you are indated with information, decide what you want to connect to or be part of "as an actor" and refine your information sources and platforms. You can do this by browsing for resources using trusted sites, specific information streams and interest-only feeds and lists, to narrow down and only connect with knowledge leaders on specific topics. This will be your own efficient filter bubble. 

Continually work and grow your ePortfolio by adding relevant, meaningful content and share information that adds value to your learning network. 

Implement an effective intelligible electronic file management system, some example would include bookmarking, ever-note files and wiki. Don’t get caught up in the clutter! "Trim your bonsai tree" (Seitzinger, 2015).

To ensure you get things done....... keep good time management and work to a schedule with clear goals. Write clear outcomes for the day, month, year and allow yourself a set amount of time to grow your network, weather it be “I will only look "at topical RSS feeds or sources of information from trusted streams".  Balance and manage your PLN!


5.1.2   Diagram of my buzzy PLN

5.1.3 refer to
 http://wikieducator.org/VirtualMV/Digital_Learning_Technologies/Networking/2015MyPLN


5.1.4
My top tips; refine credible streams, use knowledge leaders & sources, plan & ensure good file management using bookmarking tools, manage your time to get things done, create & manage your ePortfolio & share in your networks. Finally work smart and balance your learning, working and social networks. You can waste a lot of time very quickly and graze all day on information!!

My learning edge... by using these digital platforms daily, not only am I becoming more open and confident to PLN, I am beginning to really engage in these dimensions of learning. I feel it is not just about what you know, but what you can do with this knowledge above, that will really sort the men from the boys, or the "visitors from the residents". BOOM!

SHARING THE INFORMATION LOVE......


(Source: Google Images, Image by unknown)

 




























Google Images. (2015). Personal learning network heart, Image. Retrieved from https://www.google.co.nz/search?q=personal+learning+network+heart&biw=1301&bih=539&site=webhp&source=lnms&tbm=isch&sa=X&ei=g1ELVcnhN8jl8AWd0oGYDA&ved=0CAYQ_AUoAQ#tbm=isch&q=personal+learning+network+heart

Personal learning network. (2014, July 21). In Wikipedia, The Free Encyclopedia. Retrieved 00:42, March 17, 2015, from http://en.wikipedia.org/w/index.php?title=Personal_learning_network&oldid=617792267

Seitzinger, J. (2015, March 16). Personal learning network (Lecture, via adobe connect) Retrieved from 2015 Discussion (Joyce/PLNs) 174MB @ 51min





6.1 ePortfolios

An ePortfolio (electronic portfolio) is an electronic collection of evidence that shows your learning, development and work history over time (Wikipedia, 2015).

I have created a LinkedIn account and created a google site with my profile and CV, both these channels display my ePortfolio that relates to my specific academic fields, work history, interests and my lifelong learning journey.

The linkedIn profile is especially useful for establishing connections and contacts that support business networking in a digital environment. This also assists potential employers review profiles and headhunt prospective future employees.

In a "digital learning environment" an ePortfolio can be used as a reflective tool and by providing a learning record for the student, fellow students and the tutor.  In this environment a student can show evidence and demonstrate technology used in a formal setting. It also provides a platform for further learning development.

 LinkedIn account: https://www.linkedin.com/profile/view?trk=nav_responsive_tab_profile&id=408263691

Google Site:   https://sites.google.com/site/abuzzyworld/home

Retrieved from Shutterstock, 2015

 

 

YouTube Link S-Drive (4.4 testing RSS feed)

Boom! this is an awesome new app. Watch and get, I need this too.  S-Drive

https://www.youtube.com/watch?v=U9TlxdyYNUY

4. Social Technologies, connected media & extending wikis/blogs

BOOM!

4.1    My edit in wikieducator "socially constructed content" and I added a "media element" follow link....
http://wikieducator.org/VirtualMV/Digital_Learning_Technologies/Social/Instant_Messaging#Twitter

Edit...

 

 

4.2  My Wiki Educator Page     

http://wikieducator.org/User:abuzzyworld

I have added these components to my user page:

1. APA reference for a page about digital learning technologies from Wikipedia
2. Pedagogical template
3. Syntax highlighter

4.3   Check out my "twitter feed" and "calendar" I added to my blog  (on the right).

4.4  I have connected my "blog" to the "wiki" through a RSS feed. (below)

==Follow Me==
{| align="left" style="margin: 8px; white-space: normal;" class="tws collapsible"
|-
!
My Blog Feed
|-
|
<rss max=4 item-max-length="250" filterout ="id" >http://abuzzyworld.blogspot.com/feeds/posts/default</rss>
|}

Retrieved from Shutterstock, 2015

3.2 Diagram of different technologies

Digital Learning Technologies.
Boom! This diagram shows the digital technologies I had at high school (practically zip) to what we are using now. That is so buzzy how far technology has come.

3.3 Skills for teachers

Listed below are IT skills desirable for teachers to develop courseware using digital learning technologies in the 21st Century. If teachers are using program resources already developed by other academics/teachers/tutors the basic skills would be sufficient, but to create, develop and deliver the courseware they would require basic, intermediate and the advanced skill set.

Basic Skills
· Great communication and ability to connect with students learning.
· Knowledge of etiquette using the internet, email, wiki’s, blogs, and social media platforms.
· Knowledge about online security.
· Backup data, remotely and on cloud.
· Ability to troubleshoot with basic issues.
· Understand issues related to copyright for online materials.
· Able to cite and reference resource material.
· Recognise plagiarised work in student’s assignments.
· Use a range of digital devices; mobile phones, laptops, tablets, smart boards etc.
· Able to use MS Office applications.
· Setup and use email, social networking wikis, and blog sites.
· Use the internet and conduct an effective search queries.
· Ability to setup and deliver presentations and training sessions.
· Provide students with task and time management tools.

Intermediate skills
· Create and deliver presentations and training sessions using multimedia.
· Use blogs and wikis to create online platforms for students learning.
· Deliver game-based learning resources.
· Use digital assessment tools to create quizzes.
· Use collaborative tools for text construction and editing.
· Use online sticky notes to capture interesting ideas.
· Use file sharing tools to share docs and files.
· Use of infographics in learning resources.
· Create, capture and edit digital images, audio and video i.e. YouTube clip.

Advanced Skills
· Ability to use note taking and screen casting tools to create and share content through tutorials.
· Use social bookmarking.
· Compile a digital e-portfolio for own development.
· Create and evaluate authentic web content for classroom learning.
· Create, develop a WikiEducator site as student learning resource.
· Ability to research using digital tools and publish research.
· Ability to source of funding for new technology.
· Ability to keep up with evolving technologies.
· Knowledge of hardware and advanced troubleshooting capabilities.
· Ability to write code.

References
Kharbach, M. (2012). The 33 Digital skills every 21st Century Teacher should have. Retrieved from http://www.educatorstechnology.com/2012/06/33-digital-skills-every-21st-century.html

Turner, L. (2010) Technology Skills that Every Educator Should Have. Digital Learning Environments, NewBay Media LLC. Retrieved from http://www.guide2digitallearning.com/tools_technologies/20_technology_skills_every_educator_should_have




Retrieved from Shutterstock, 2015

3.1 Implications of DLT in Organisations

Organisation Type – Polytechnic

Three digital learning technologies and their role at polytechnic

Moodle
Moodle is an open source learning resource that polytechnics and other educational institutes use to connect the student and tutor with programs. It offers a dynamic, flexible and technological rich learning environment. The specific functions of moodle are to distribute content, allow students to submit assignments, download course material and learning resources posted, provide discussion and communication platforms for students and tutors (Moodle, 2015).

The use of moodle or similar learning platforms are necessary vehicles for 21st century’s online student-centric learning, whether it be distance learning or adding multi-dimensional resources to our current programs and aligning with industry standards (Wright, N, 2010).

Smart Board
A smart board allows the lecturer to plug in a laptop or a desktop, projector using whiteboarding software to connect to the smart board. This is an interactive whiteboard that replicates the tutor’s computer screen tenfold. The smart board assists the tutor to deliver the course content and allows the lecturer to highlight key points, display images, diagrams, graphs, connect to moodle or the internet. And students can follow along on their own computers. This is ideal for teaching computer programs or delivering training to a medium to large groups or use it like a projector for powerpoint presentations (Smart Board, 2015). As long as students and organisations learn in classrooms or training rooms there shouldn’t be any reason, that this somewhat new digital technology becomes extinct.

Laptops
Laptops are almost a necessity in our learning today, although I could not fathom not having one. Learning institutes now offer courses where BYOD (bring your own device) is mandatory. A student can load the necessary programs to their laptop and learn anytime and anywhere. It also takes the hassle away from transferring data from one computer to another and laptops are able to handle larger programs. As they are so portable they can be easily used to take notes in class, keep your course work organised, look up information or work on course work where and when required. This resource supports individualised and ubiquitous learning.

Retrieved from Shuttershock, 2015

References
Moodle. (2015, March 2). In Wikipedia, The Free Encyclopedia. Retrieved 05:45, March 8, 2015, from http://en.wikipedia.org/w/index.php?title=Moodle&oldid=649463265

Smart Board. (2014, November 13). In Wikipedia, The Free Encyclopedia. Retrieved 05:42, March 8, 2015, from http://en.wikipedia.org/w/index.php?title=Smart_Board&oldid=633691931
 

Wright, N. (2010). e-Learning and implications for New Zealand schools: a literature review. In educationcounts govt. Retrieved 06:45, March 8, 2015, from http://www.educationcounts.govt.nz/__data/assets/pdf_file/0006/77667/948_ELearnLitReview.pdf

2.1 Pedagogogies, 2.2 Technologies, 2.3 Challenges

2.1    Pedagogies (are different styles of teaching and delivering content to students).

Case-based learning
Case-based learning, is where students are presented a case study and students learn through solving problems that are related to that case.

In a previous course at EIT I recall a case study involving the Qantas Airlines and having to make strategic management decisions weather to merge the company with another airline or focus on cutting costs within. Using a real company to research and problem solve for, certainly engaged me as a student. The information that was gathered was real and you felt connected.

e-Learning could be integrated into this learning practice by creating a formal communication management system between the student and tutor. Implement either a video update or a shared google doc that you can communicate with the tutor for mentoring and to help problem solving. Implementing interactive case-studies, using mostly all digital content.

Inquiry-based learning
Inquiry-based learning is when students work on a task or question and ask specific questions relating to a particular question or ask the tutor for direction when they need to know something. This is an active style of learning and engages the student in the learning. 

I have had tutors that have taught using this style, but I found it was not as effective as a student when only the tutors had the answers and students don’t always ask for help or know what to ask. In my experience only using this type of learning only helps some students as not everyone will ask the right questions. 

e-learning strategies would include providing collaborative communication capabilities such as diaries, wiki’s, reports, course material and added links to YouTube that give examples of the topic in practice. Aspects to using a collaborative environment would include integrating an interactive web based platform that the tutor and students can post, share and problem solve with the class.

Project-based learning
Project-based learning is learning by engaging in a project, this style of teaching is involving the students by actually managing and working on their own project rather than just working directly within the four walls of a classroom.

I have found this to be one of the best approaches as it reflects what working in the real world is about and focuses on skills professionals need to know. This puts you into a situation in which questions naturally arise. I have also used content from some of my previous project work as a resource in current business situations, whether it be using a template or utilising information as a reference.

e-Learning can be integrated by using a process management system, that ensures a transparent working process, with real-time measurements of your activities, progress, and highlights any risks and deadlines.

Game-based learning
Game-based learning is educational learning by playing all types of games with educational value. They are designed to help students learn about certain subjects, expand concepts, reinforce development, understand and assist them in learning skills as they play.

This my preferred style of learning, as I do have a competitive streak! An example of this was in a management paper I completed. The game was “Mike’s Bikes”, we were put in teams and we had to manage a bike business against the other class teams (our competitors), we all had a log-in to use the web-based program, and had to outperform our competitors by having higher profits and shareholding value. This was achieved by managing cashflow, designing, marketing, and managing the operations of the company throughout the course, in a virtual world. Every week we discussed the results, examined what worked, what didn’t and why. This was an effective learning technique, although like all group work, some team members contributed very little but gained the same mark.

e-Learning can certainly be a component of game-based learning, if not the only component. Transforming game-based learning into a multi-dimensional platform by building game-based, interactive applications and maintaining and measuring learning results digitally.  


2.2 Technologies

The most memorable technology that was integrated into my learning would have to be the use of the educational game-based activity, as mentioned above, using the interactive “Mikes Bikes” application. Although it was addictive and time consuming this resource certainly cemented my learning and it was fun!

The availability and reliability of networks are significant barriers to using technology, one example is when tutors are busy getting their teaching resources up on the screen, the network is slow and/or there is no connection and they have to resort to traditional methods of teaching while wasting 20 or so minutes of class time.


2.3 Challenges

The biggest challenges for ubiquitous an individualised digital learning would be the shortcomings in human-computer interfaces. Students have limited contact with real people and problems are synthesized through a computer, making students reliant on digital technologies. This raises the questions about curriculum boundaries and as students, do we require a multi-dimensional learning platform for certain courses, rather than just digital?

Retrieved from Shuttershock

1.2 VAKOG & NLP

These “cling on” words must be here somewhere.

VAKOG is the human sensory system:  Visual, Auditory, Kinesthetic, Olfactory and Gustatory (Acronymfinder, 2015).

We attribute our learning, experiences in the world and make our own unique perceptions by using these five senses.  Visually through what we see, auditory what we hear, kinesthetic what we feel, Olfactory what we smell, and Gustatory what we taste (Neuro-linguistic programming, 2015).

NLP, Neuro-Linguistic programming is considered the majority of our perceptions and is based around our visual thoughts, auditory (or linguistic) thoughts, and kinesthetic (or proprioceptive) senses. Although similar to VAKOG, NPL only focuses on three of the five sensors (Neuro-linguistic programming, 2015).

Bander and Grinder created an approach to communication, personal development and psychotherapy and made the connection between these sensory processes and behavioural patterns (Neuro-linguistic programming, 2015). 

According to Bandler and Grinder: we experience the world subjectively, that is how we make representations of our experiences.  Our consciousness is split into conscious and unconscious components of an individuals awareness.  And our learning utilizes an imitative or modelling constructs (Neuro-linguistic programming, 2015).
 

To understand NLP in practice…. This is a method of influencing brain behaviour through the use of language and other types of communication to enable a person to "recode" the way the brain responds to stimuli and manifest new and better behaviours.

Buzzy, programming, modelling, hypnotic!

(Welcome to the real world, 2015).

References
VAKOG. (2015). In Acronymfinder. Retrieved 09:00, March 3, 2015, from  (http://www.acronymfinder.com/Visual%2c-Auditory%2c-Kinesthetic%2c-Olfactory-and-Gustatory-(human-sensory-systems)-(VAKOG).html)

Neuro-linguistic programming. (2015, February 28). In Wikipedia, The Free Encyclopedia. Retrieved 09:39, March 4, 2015, from http://en.wikipedia.org/w/index.php?title=Neuro-linguistic_programming&oldid=649279502

Welcome to the real world. (2015). In Imgarcade. Retrieved 07:22, March 2, 2015, from http://imgarcade.com/1/welcome-to-the-real-world-matrix/&ei=PoL5VNqVN4W4mwXvt4LQCg&bvm=bv.87611401,d.dGY&psig=AFQjCNEToTChBwA8sDJayh6WmtZJFtcwVg&ust=142572427119641

(Retrieved from Shuttershock, 2015)

1.1 Individual and Ubiquitous learning

1.1 Individual and Ubiquitous learning

Did you know ubiquitous learning is…. learning everywhere, anytime, anyplace, 24/7. Through computers and other mobile devices this expanding technology enables learning content to be available anywhere and all of the time (Ubiquitous learning, 2015).

Individuals can have content that is tailored to that persons interests, abilities and needs, when and where they need it.

Traditional methods of teaching that include planning and delivering content, will no longer just be sufficient. Teaching styles change to accommodate students’ individual needs and new technologies. Teachers/educators also need to have the skills and knowledge to teach, manage and be able to integrate these enabling technologies into an individual and ubiquitous learning platform, like Michael V. does (Ten Trends 2013: Ubiquitous learning, 2013). Students/learners require a device to learn, whether it be a personal computer, laptop, tablet or mobile phone with a connection to the internet. They are not constrained by time or traditional teaching methods or styles (Ubiquitous learning, 2015).

What!!! Does that mean.......as a student, you can make a playlist of your own schedule of learning? That’s so buzzy!

This video sums it up,(3 mins) - but veto the Aussie twist at the end. Please don’t be offended if you are indeed an Australian.  “21st Century Education”

The buzzy spin on this topic……You are conceivably a mobile encyclopaedia with the ability to seek information as you require it 24/7.

References
Ubiquitous learning. (2014, July 25). In Wikipedia, The Free Encyclopedia. Retrieved 07:00, March 1, 2015, from http://en.wikipedia.org/w/index.php?title=Ubiquitous_learning&oldid=618363559

VirtualMV/Digital Learning Technologies/Overview/Learning. (2015). In WikiEducator/VirtualMV wiki. Retrieved March 1, 2015, from http://wikieducator.org/VirtualMV/Digital_Learning_Technologies/Overview/Learning

21st Century Education. (2012, May). In youtube. Retrieved 06:00, March 3, 2015, from
    https://www.youtube.com/watch?v=nA1Aqp0sPQo



Retrieved from Shutterstock, 2015

EIT online wiki

Follow the link to my WikiEducator User Page

https://wikieducator.org/User:VirtualSharonJames

I have added an entry to one of my classmates wiki pages. As I didn't have any meaningful content to add, I felt I shouldn't really be touching his wiki page and the fact that I don't know this guy...Harley.  This certainly makes you think about your public profile and other users ability to change or comment on your WikiEducator user page.

My entry:
http://wikieducator.org/User:Harley
Boom! Nice work!--VirtualSharonJames (talk) 10:46, 9 March 2015 (UTC)

Retrieved from Shuttershock, 2015.

1.0 Introduction

Boom!  you've arrived at my buzzy blog.  My name is Sharon, I am adding a couple of awesome papers to my already completed business degree.  As a marketer I have to keep up with new technologies, so Boom!   here I am at EIT studying Digital Learning Technologies, with Michael V. (what a vibrant, knowledgeable tutor he is)   :-)

I have kept my introduction short and sweet, not only because I like to be mysterious but I don't want anyone to hack my accounts, steal my identity or stalk me...people actually do that, seriously, they have issues!   They say "Generation_F consider hackers to be heroes" (21st C Learning, 2015).  

These are the rules I work by:   1. don't give out your bank account details, address, phone numbers or your email address   2. don't write anything you don't want to share with the world (everything is public & you will be fair game)   3. be prepared for criticism (everyone has an opinion & not always yours).

Ahh...I have more course requirements to get on with..... 1. Intro & privacy implications - tick & tick,  2. Statement of authenticity & research statement - tick, tick!

Statement of authenticity
I confirm that:

• This is an original assessment and is entirely my own work.
• It contains no material previously published or written by another person or myself except where due acknowledgement is made in the text.
• No material which to a substantial extent, has been submitted for any other academic course, is included without acknowledgement.

Research Statement
I am happy for this blog to be used for research purposes.

Boom! 

References
VirtualMV/Digital Learning Technologies/Overview/21st C Learning. (2015). In WikiEducator/VirtualMV wiki. Retrieved March 1, 2015, from http://wikieducator.org/VirtualMV/Digital_Learning_Technologies/Overview/21st_C_Learning

Retrieved from shutterstock 02/03/2015