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Kiss the frog
Fig.1. ELearning Network team exercise
Throughout my career I have relished the company of like-minds that comes from being part of a ‘trade association’. Since I was a teenager I was part of the IVCA – the communications industry and the extensive use of video in training and communications.
Over the last decade, with the digital takeover and the demise of video in favour of faster, personalised delivery mechanism and smart learning online new associations have emerged. Personally, a Master of Arts in Open and Distance Education (MA ODE) has convinced me that video is a blunt, even bland and potentially forgettable and disengaging response to a learning need – well written text can be read at a pace set by the participant.
I joined the ELearning Network doing a bit online and following various stories. Last Friday I joined 30 or so for a day long series of talks. I was impressed. It worked.
Over the course of five hours there were five presenters – the format was engagement rather than lecture.
It gave me the perspective of the industry I wanted as I contemplate taking my interest in an academic approach to the next step – PhD research.
Where is the ‘smart e-learning’ and what can I isolate into a piece of original research that warrants three years of research and a 100,000 thesis?
I gained insights on:
- Composing questions
- The role of games and gamification
- Tools
- Design for social interaction
- Designing interaction: games, social, tutorial …
In the process our table invented a game called ‘Kiss the Frog’ where participants have to battle against the odds and each other to ‘kiss the frog’ – so that they too can become a frog and live happily ever after and a game to explain genetics in relation to colour-blindness.
How great is the impact of anything on the brain?
Fig.1. From Prof. Susan Greenfield’s 2012 presentation on consciousness
My belligerent stance on the impact of computers to the brain – not much in my view, we’re too complex, our brains too massive (94 billion neurons) has been tipped on its head courtesy of a short interview on good old BBC’s Woman’s Hour last Thursday. The interviewee was Susan Greenfield (Professor & Baroness).
She invited listeners to get in touch if they wanted the facts on ‘mind change’ – as big as ‘climate change’ in her view, that as the brain is affected by everything that hours spent in front of a 2 dimensional world (sound and vision) our minds, especially younger, plastic brains, will form connections that make these people different.
I particularly liked the thought that all the time a child spends in front of a screen is time NOT spent ‘climbing trees, interacting face to face and having hugs’. I may be adrift at the moment but have a reading list for the summer.
Shell-shock – there’s evidence of the impact of circumstances on the brain. But playing on your computer for too long? Too much free will to cause ‘damage’?
Inter-life, Young People and Activity systems
“The Inter-Life Project: Inter-cultural Spaces for Young People to Use Creative Practices and Research to Assist with Life Changes and Transition.” (Lally and Sclater, 2012)
This paper considers the experiences of two groups of young people from quite constrasting backgrounds in their use of the online virtual world ‘Inter-life’ in which you take the name and form of an avator and role play through a game, or through reconstructions of real life. The authors, over a three year period, consider how the virtual world, mirrors, mimics, supports and even prepares the participants for the real world.
My fascination and interest is more than simply someone curious about the effectivess of such enterprises – at a web agency in 2000 these were conversations we had when and where budgets, a fraction of what was required, were made available to thinkabout, mockup and trial immersive, role-playing games in language learnign and for ‘youth awareness’ (well being, career decissions, life choices).
Fig. 1. Val Desire. My Avatar. Leaving her to be safeguard by my more able 13 year old son he decided it was perfectly OK to sell her clothes to raise some cash!!!
As a parent with two teenagers it has been a constant, tangential observation of their use of computers, games and the internet.
Born in 1996 and 1998 they have been on my knee or in front of their own screens before they could talk and have been able to touch type since they were 4/6. Until recently, the day long bable, interaction, negotiation and sharing of roles in various games has been the background to my own efforts to work online – until the age of 14 we kept computers in a communal space – a reasonable effort at parental supervision.
Is my son mentor or pupil, leader or lead in the real world as in the virtual, where he may tutor friends through battle and football scenarios, or on other occasions be the learner – with people I’ve heard, from amongst others, Germany and North America. The conversations do sometimes sound exactly as if these young people are on an exchange visit – between the ‘action’ sharing insights on language, rephrasing jokes and surely gaining insights and life-skills that they can and must apply in the real world.
Both worlds are of course ‘real’. Both are having an affect.
Were it measured activity would be recognised in the brain. Memories are being formed.
They are changed by these experiences. The mind translater or transmogrifies what goes on … even translates or superimposes virtual experiences into the real, just as one superimposes the unconscious. (I need to add a psychology degree to the others at some stage).
To understand how Activity Theory (AT) is used I personally need to see the diagrams, each separate activity system and the interaction in the ‘third generation’.
I find annotated notes at each of the nodes (see above) , or explaining problems within the activity system enlightening.
I may try and recreate the above from your paper, either on a scroll of wallpaper backing paper, or with chess pieces on a very large (door sized) piece of MDF with some marker pens. Ideally I might even want to see an Activity System in an historic form, so have five or six in an animation ‘movie’ to show that it is a ‘snap shot’, a kind of audit of a moment in a live, shifting, potentially volatile scenario. This can reveal itself in video and transcripts of meetings.
I’ve toyed with Engestrom’s imagery (OU Student Blog Post) of this all being some kind of living organism a lichen – Mycorrhizea – but assume that to be a metaphor.
Diagrams for me start to bring the model out of the abstract.
To see tools, object, subject and division of labour etc: as people, concepts, guidelines, artefacts and so on. I find case studies that use Activity Theory very readable, so enjoy ‘From Teams to Knots’ (Engestrom, 2007) for descriptions of AT used in management consultancy like scenarios. Where there is a fit I would certainly see myself using AT for the reasons given in this paper.
In H809 are currently questioning the validity of words. What about graphs, charts and diagrams?
There is often bias, even a cultural position on these. For example, I’m curious to understand ‘our’ obsession with triangle and pyramids. I’ve tried other shapes with AT, putting the triangle on its side, even visualising it in 3d … and, as Web 2.0 is doing it, deconstructing the model and adding additional points of interaction … as Web 2.0 is allowing interaction of all nodes with each other, not simply via each other. i.e. the complex is winning.
Is there a case for research to provide a substantial part of the research finding for others to work on?
Or would it have to be redacted? Or are there practical, ethical and legal reasons why such data isn’t offered? i.e. the research team say, this is what we did, this is what we found, here are our conclusions … and if you’d like to analyse all the original data yourself … here it is.
I’ve followed up one or two further links, alternatives to AT.
Bardram looks interesting and I will be reading more from the likes of Kuutti and Nardi.
I have applied AT, most recently in understanding the flow of activity between the Institute of Swimming and a large, 1,000 member, swimming club, in relation to e-learning provision/accommodation for swimmers or coaches with disabilities. (ECA for H810)
I can think of many situations where I would apply AT from a consultancy perspective in order to better understand what is going on.
- Between e-learning, web agency, L&D department of multinational and learners.
- Across the GP Clinic, Local Hospital and Regional Hospital
- In Swimming, to include the IoS and ASA, and regional organisations, large as well as small and niche swimming clubs and the various players – online tools, tutors, amateur teachers, local authorities and leisure centres.
- On a film set, or in live TV.
Having the time/budget to ‘indulge’ AT would be an theory worth using with any of the corporate L&D projects I have worked on recently.
Turn round is quick, budgets tight and whilst they want you to think about the issues they don’t want me to come along and ‘over think it’.
I liked this quote in relation to the value of and use of theories.
‘From this point of view, theories are more like a pair of dark glasses. We put them on and the world is tinted. The change brings some objects into sharper contrast, while others fade into obscurity’. Halverson (2002)
FURTHER READING
Wilks, Y (2010) (ed)Close Engagements with Artificial Companions. Volume 8. Key social, psychological, ethical and design issues. Natural Language Processing. John Benjamins Publishing Company. Amsterdam/Philadelphia.
REFERENCES
Bardram, J. (1998): Designing for the Dynamics of Cooperative Work Activities. Conference on Computer-Supported Cooperative Work, Seattle,WA, ACM.
Engeström.Y (2008) From Teams to Knots: Activity-theoretical studies of Collaboration and Learning at Work. Learning in doing: Social, Cognitive & Computational Perspectives. Cambridge University Press. Series Editor Emeritus. John Seely Brown.
Halverson, CA (2002), ‘Activity Theory and Distributed Cognition: Or What Does CSCW Need to DO with Theories?’,Computer Supported Cooperative Work, 11, 1/2, pp. 243-267, British Library Document Supply Centre Inside Serials & Conference Proceedings, EBSCOhost, viewed 23 February 2013.
Lally, V and Sclater, M (2012). “The Inter-Life Project: Inter-cultural Spaces for Young People to Use Creative Practices and Research to Assist with Life Changes and Transition.” Research in Comparative and International Education 7, no. 4 (2012): doi:10.2304/rcie.2012.7.4.480
Related articles
- OLD MOOC 2013 – Why Activity Theory needs to be seen, not itemised, to have any chance of being understood (mymindbursts.com)
- Who would you invite to an e-learning dinner party? (mymindbursts.com)
- The Gutenberg Galaxy – first thoughts, from the first pages (mymindbursts.com)
- I Have An Affliction – Models and Relationships (interactioncultureclass.wordpress.com)
- Reddit (2ndselves.wordpress.com)
- Analyzing Computer-Mediated Communication in Professional Environments: An Activity Theory Approach (tc.eserver.org)
Learning Design in three stages – the good, the bad and the ugly
I love the beauty of Jenga.
Simplicity has a purity about it. Don’t knock it. Behind its functionality and its look and feel there will be some hard thinking. Keep it simple, stupid (K.I.S.S) may be a training cliche but there is considerable truth in it.
I’ve now had three years here at the OU and here on this Student Blog platform (short of five days). I’ve been working on my ideas regarding learning and e-learning design in particular.
Courtesy of THE OU hosted OLDs MOOC 2013 (Online Learning Design – Massive Open Online Course)
I’m experiencing what feels like undertaking an 8 week written examination – the contents of my brain are being pushed through the cookie cutter.
And out comes this:
The Good, the Bad and the Ugly.
(Of course I had shut down for the gadgets for the day and was brushing my teeth when this came to me).
The Good
Learning events or activities, moments that make the participant smile, think, reflect, nod in agreement, understand, be informed and generally feel good about the world and this particular learning experience. Hit them with some of this, as the say so succinctly across the Atlantic – at the ‘get go’.
The Bad
The effort required and built into the learning. OK, we want them to love this too, and you can if you’re ‘in the flow’, have done your work, have wrestled with what you didn’t understand, asked for help, listen to fellow students, gone out of your way to do extra reading and research until you have it, one way or another.
There needs to be assessment.
An assignment is a soft assessment to me – though like everyone I have terrible days when the thing just slips through my fingers like a snowball on the beach. A dissertation or end of module assignment is tougher, but tough and ‘bad’ in a certain way – like commitment to a triathlon. And a good analogy as working on and developing three issues at 2,000 words a pop is about right. And you won’t get far if you leave training to the week before. It’s a slow burn.
The ‘bad’ has to be the written examination.
They have to be hated and feared, and like learning lines for that school play, you have to get it right on the night (or day). And what do you do if you act? You have good lines to learn, you learn and rehearse your lines and you practice, and do a test run or two. The curtains going up is the equivalent of your turning the examination paper over. I feel the fear from a year ago – April 2012. I hadn’t sat a written exam in 30 years. All my undergraduate and school-boy fears came back. I used rusty techniques that had last seen service during my first degree.
Bad is good. You want to do everything not to feel like you are naked on stage – a dream we all have when faced with such an ‘exposing’ test?
The Ugly
Shock ’em. Not scare the witless. Have up your sleeve some smart stuff. Whether an idea or the technology offer a creepy and certainly memorable surprise.
Boring a student into making a fact or issue stick is like throwing mud at a brick wall – it’ll stick, it’ll coagulate and build up, but is easily washed away in a shower and destroyed in a storm.
Use storytelling techniques perhaps, better still, follow the pattern of a ghost story.
Scare them? I’m back on fear I guess.
We humans are fearful of many things and will go out of our way to avoid, run away or confront our fears. As I said, the idea here isn’t to lose your students, but to empathise with them, understand the ugly side of their learning experience then help them confront their worst fears. It is ugly having to tackle the parts of a subject that stink, but inevitably these are the blocks at the base of JENGA.
So can I apply it? And can I go back to bed now?
Which leads me to another theme – we no longer simply bring work home with us, we take it to bed and sleep with it. If this pisses you off then let me introduce you to ‘working with dreams’. If you are prepared to get up for an hour in the dead of night, or can flick on a light without invoking divorce then scribble stuff down to catalyse the thought in the morning. Can work wonders, can produce nonsense, can just be some things you need to put on the supermarket shopping list … or another dream of being naked on the stage, not knowing your lines and needing the lo but all the exits are locked and the orchestra has stopped and you have to say something.
Which, courtesy of the wonders of the mind, has me in the front row of a performance of The Tempest at the University Theatre, Newcastle when I was 13 or 14. Caliban was naked, covered in mud and wearing a prosthetic erect penis.
HORROR!
P.S. And give me 20 minutes searching the Internet and I will be able to name the actor, date the show and possibly even find a picture. Perhaps you’d like to have a go. But before you do so, be very fearful of what the search terms you use might throw up.
Related articles
- How to design learning using activity cards (mymindbursts.com)
- Supporting educators to rethink their learning design practice with the 7 Cs of Learning Design (mymindbursts.com)
- Treating MOOC Platforms as Websites to be Optimised, Pure and Simple… (ouseful.info)
- Tumbling Tower Sight Word Jenga Game (momto2poshlildivas.com)
- MOOC Platforms and the A/B Testing of Course Materials (ouseful.info)
- Learning Design for a 21st Century Curriculum (MOOC) (classroom-aid.com)
- How more deeply embedded is a visual memory if you crafted the drawing or painting that is the catalyst for its recall. (mymindbursts.com)
Augment Reality used on mobile (smart phones) for learning purposes.
English: Wikitude – location-based Augmented Reality explained. (Photo credit: Wikipedia)
‘What was once seen by many as being a mere gimmick with few applications outside of training, marketing/PR or sport and entertainment, is now becoming more mainstream with real opportunities for it to be used for educational purposes’. FitzGerald et al (2012)
‘One of the most compelling affordances of AR is its resonance with immediate surroundings and the way in which information can be overlaid on top of these surroundings, enabling us not only to learn about our environment but also giving us the tools to annotate it’. FitzGerald et al (2012)
‘Being able to augment one’s immediate surroundings with electronic data or information, in a variety of media formats that include not only visual/graphic media but also text, audio, video and haptic overlays’. FitzGerald et al (2012)
- Context
- Explicit intentions
‘Mobile AR brings in new aspects: most importantly, it fosters the mobility of the user; their geographical position; the physical place where learning can occur (and also a means to bridge these different places); it can also enable formal learning to connect with informal learning’. FitzGerald et al (2012)
- a portable experience
- which lends itself to both personal and shared interactions.
Problems
- Internet Access
- Accuracy (outside 10m)
- Loss of signal/bandwidth
- Cost of equipment
- Battery life
- Sunlight (or artificial light indoors)
- Durability (water, physical damage)
- Compromised learning to cope with the limitations of the device
- Device sharing or loss
Opportunities
- Appeal to students of using their devices (Lickin and Stanton Fraser, 2011)
- Personalised learning through kit and software tools
- Independent learning
- Encourages problem solving
- Collaboration through synchronised interaction
- Eyetap technology in Google Glass
- Exploitation of ‘dead time’ (Petit and Kukulska-Hulme, 2007)
‘Most noteworthy to teachers was how the technology-enhanced curriculum enacted students’ identities as problem solvers and knowledge builders rather than as compliant consumers of
information…”.’ (Squire, 2010)
CONCLUSION
What is clear is that we currently have the opportunity to provide immersive, compelling and engaging learning experiences through augmented reality, which are situated in real world contexts and can provide a unique and personal way of making sense of the world around us. FitzGerald et al (2012)
REFERENCE
FitzGerald, Elizabeth; Adams, Anne; Ferguson, Rebecca; Gaved, Mark; Mor, Yishay and Thomas, Rhodri (2012). Augmented reality and mobile learning: the state of the art. In: 11th World Conference on Mobile and Contextual Learning (mLearn 2012), 16-18 October 2012, Helsinki, Finland (forthcoming).
Luckin, R. and Stanton Fraser, D. (2011). “Limitless or pointless? An evaluation of augmented reality technology in the school and home.” International Journal of Technology Enhanced Learning 3(5): 510-524.
Pettit, J. and Kukulska-Hulme, A. (2007). “Going with the grain: mobile devices in practice.” Australasian Journal of Educational Technology 23(1): 17-33.
Squire, K. D. (2010). “From Information to Experience: Place-Based Augmented Reality Games as a Model for Learning in a Globally Networked Society.” Teachers College Record 112(10): 2565-2602.
Related articles
- Augmented Reality with Wikitude (VIDEO) (devblog.blackberry.com)
- 5 Predictions on Mobile Learning (classroom-aid.com)
- Could augmented reality windows take boredom out of road trips? (dvice.com)
- A Short Explanation of Augmented Reality (freetech4teachers.com)
- Microsoft has its own Project Glass – augmented reality glasses/wearable computer combo (unwiredview.com)
- A new way to learn history (todayonline.com)
H810: Accessibile online learning
Past experience tells me that being able to apply daily practice to the module is helpful.
I’ve not been in this position for 3 of the 4 modules I have so far completed, however, for H810 I not only find myself working for an e-learning agency, but had a long discussion today about accessibility in relation to the e-learning we produce for one of our clients. The problem surrounds Flash and video – how best to make such interactive content accessible. The simple answer is a word document, or possibly a reversioned earlier expression of the module in PowerPoint. Screenreaders don’t cope well with complex interactivities, which sometimes aren’t even chronological being more of a ‘journey of discovery’.
There needs to be an understanding of the needs of disabled learners so that this is written into the brief and the right kind of accommodations are made – if only to allow readily available software to do their job zooming frames, adjusting backgrounds and fonts to make them easier to read for dyslexia or partially sighted, while making the job of a screen reader easier for those with more severe sight disabilities.
At some point their is surely an inevitable compromise between the requirements of the DDA, the needs and expectations of the client (in relation to their mission or brand too) and cost.
Images
- Those with a learning purpose require description.
- Those for visual effect probably do not
- Charts that are integral to the learning require description.
Are pages compatible with industry standard software such as JAWS?
Keep it simple
- Word
Decades ago working in linear video we brought in a presenter who would sign in front of a blue screen (later green, these days possibly just a white infinity curve) while the projected the video played through.
Supporting workbooks could be offered in various forms.
A facilitator would be on hand – the learning was blended.
The best chance of getting it right is when the audience is primarily a distinct disability group form whom the project can be tailored and certainly seeking their expert input.
More on ‘Rethinking pedagogy for a digital age’.
Why does the OU put the novice and expert together in the MAODE?
Although I praise this approach and after two years have been a beneficiary I wonder if the research points to the need for greater flexibility and mixing, more akin to several cohorts of students being able to move around, between their own tutor group, contributing to discussions with the newcomers while also being able to hobnob with the experts?
The learning theory that I am coming to understand does not favour a fixed approach. It isn’t simply a case of playing to the individual, though this is certainly very important as some people will favour being the teacher or the taught, or simply relish periods when they sit at the feet of the expert or stand up in front of newcomers. Rather it is apparent that people learn well within a peer group of like-minds, with people at a similar stage to themselves while having planned opportunities to hear and participate with ‘great minds’ while also from time to time contributing to the efforts and feeding off the enthusiasms of the ‘new minds’. Nothing is fixed, neither learning vicariously (Cox), or learning from the periphery to the centre (Seely Brown).
Stage one of my approach to reading these days is to highlight, even share quotes and notes on Twitter as I go through a book.
I then type up my notes and add further thoughts either by cutting and pasting from the aggregates notes in my Twitter feed (eBooks don’t allow you to cut and paste) or from handwritten notes I take on cards.
Then I share my notes here, tagged so that I can revisit and others can draw on my notes too or take the hint and read the chapter or book for themselves.
This too is but a stage – next step is to wrap up my developing thoughts, comments and other conversations and put a version of this entry into my external blog my mind bursts.
Sometimes an exchange here or elsewhere develops my thinking further – today I will be sitting down with a senior learning designer, one of five or six in the office of an international e-learning agency to talk learning theory and educational principles.
Chapter 2
Regarding Quality Assurance – there should be no inconsistencies between:
- Curriculum
- Teaching methods
- Learning environment
- Assessment procedures
So align assumptions:
- Learning outcomes
- Suitable assessment
N.B. Each outcome requires a different kind of theoretical perspective and a different pedagogical approach. L757
(Easy to say in theory, not so easy to deliver in practice?)
Three clusters of broad perspectives:
- Associationism
- Behaviourism
- Connectionism
Associationist: gradual building of patterns of associations and skill components. Therefore activity followed by feedback.
Simple tasks prerequisites to more complex.
Gagne (1985 and 1992)
- Instructional task analysis of discrimination, classifications and response sequences.
- Simpler tasks built step by step followed by coordination to the whole structure.
Instructional Systems Design
- Analyse the domain into a hierarchy of small units.
- Sequence the units so that a combination of units is not taught until its component units are grasped individually.
- Design an instructional approach for each unit in the sequence.
Then add:
- Immediate feedback
- Individualization of instruction
Behaviourism: active learning by design. Immediate feedback on success, careful analysis of learning outcomes, alignment of learning objectives.
The Cognitive Perspective
- Attention
- Memory
- Concept Formation
Knowledge acquisition as the outcome of an interaction between new experiences and the structures for understanding that have already been created. Therefore building a framework for learning vs. learning as the strengthening of associations.
Piaget (1970) Constructivist Theory of Knowledge.
‘Conceptual development occurs through intellectual activity rather than by the absorption of information’. L819
Vygotsky (1928:1931) Importance of social interaction.
Interactions – that e-learning teams call ‘interactivities’.
The Situative Perspective
- Learning must be personally meaningful
- Authentic to the social context
(problem-based learning and cognitive apprenticeship). L862
The concept of community practice
Wenger (1998) identify as a learner derived from the community. (Aspires, defines, accredited).
Mayes et al (2001) learning through relating to others. E.g. Master Class
Social-anthropological belonging to the community. L882.
Beliefs, attitudes, common endeavour, also ‘activity systems’ Engestrom 1993
Learning relationships
Identify, participate, individual relations. Dependent on: context, characteristics and strength of relationships in the group (Fowler and Mayes, 1999) L902
What was exotic in 2007 in common place today?
See Appendix 1 L912
Learning as a cycle through stages.
J F Vernon (2011) H809 assignments and end of module assessment. The concept of riding a thermal of gently rising circles.
Various references L923.
Fitts and Posner (1968)
Remelhart and Norman (1978)
Kolb (1984)
Mayes and Fowler (1999)
Welford (1968)
If ‘as it proceeds from service to expert, the nature of learning changes profoundly and the pedagogy based on one stage will be inappropriate for another’. L923
Fowler and Mayes (1999)
Primary: preventing information
Secondary: active learning and feedback
Tertiary: dialogue and new learning.
REFERENCE
Beetham, H and Sharpe, R. (2007) Rethinking Pedagogy for a Digital Age: Designing and delivering e-learning.
Cole, M and Engestrom, Y (1993) A cultural-historical approach to distributed cognition. In G.Salmon (ed.) Distributed cognitions: Psychological and Educational Considerations, New York, CVP.
Cox, R. (2006) Vicarious Learning and Case-based Teaching of Clinical Reasoning Skills (2004–2006) [online], http://www.esrcsocietytoday.ac.uk/ esrcinfocentre/ viewawardpage.aspx?awardnumber=RES-139-25-0127 [(last accessed 10 March 2011).
Gagne, R (1985) The conditions of learning. New York. Holt, Rhinehart and Wilson.
Jonassen, D.H. and Rohrer-Murphy, L (1999) ‘Activity theory as a framework for designing constructivist learning environments’. Educational Technology Research and Development, 47 (1) 61-80
Creative Problem Solving : Role Storming
Griggs (1985) idea generation as someone else.
Easier to be silly in character (see Superheroes)
1) start with conventional brainstorming to sift ideas.
2) individual or joint role play to develop it further.
Our subgroup we busy having a go with finger paints while our fellow participants went off with balloons and masks. One of this number then spent much of the afternoon, even after the session, with two balloons stuffed up the front of his jumper. (We’re an all male group).
The night before someone had played another participant’s wife in a ‘Human Sculpture’. You get used to the idea of this, yet another person had been ‘The Army, or MOD’ while yet another had been an ‘ego’ as distinct from the person.
This is the point of role play. Feels very Ibsenesque. Or Brecht. Theatre of the absurd.
REFERENCE
Griggs, R.E. (1985) ‘A Storm of Ideas’, reported in Training, 22, 66 (November)
Based on: VanGundy, A.B. (1988) Techniques of Structured Problem Solving, 2nd ed., Van Nostrand. Technique 4.48, p. 163
Sometimes only paper will do (electronic paper is not always best)
Whilst I read books and papers using an eReader there are at times when only paper will do.
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Reading course notes in H800 of the Masters in Open and Distance Education, WK25.
The again, MindCreator, an App for the iPad is rather useful. Updating this Personal Learning Environment mindmap perhaps suggests I spend very little time ‘on paper,’ and a good deal of time ‘online’. I post this thinking it is up to date; having joined Google+ yesterday the interplay of tools here may change again.
Have we ever lived in such a fluid world?
Created in MindCreator
Mind Bursts 