708 FOC

draft 3 708FOC

Melvindin on fuel crisis Assignment 2 PLEFT 708

I am planning to set up a forum that not only discuses but also generates practical answers to current fuel crisis as part of my assignment 2.
Energy, fuel in particular has become a major concern and the situation is cascading.
The ecommunity will look at
1  History of fuels
2  Current trends and modes of using fuel
3  Geo political situations and hotspots that fuel the fuel prices
4 Big boys who harvest $$$$$ through momentary or instantaneous  issues for instant gains
5 Sources of alternative fuels/ eg biofuels
6 Ways to reduce fuel consumrtion
7 ..............................and similar matters arrising from discussions    eg   how to make biofuels/biodiesel on small scale
Method:
A base dicussion statement will be sent to all members with invitation for comments.
To provoke discussions, the base statement will have some pointers for the members to comments/feedback
A summary will then be made available to attract more guided disussions
A semi-formal document/ file will be complied as an outcome
.......................................................
Hope to see all participating in this activity


===================================
Thanks, Melvin - looks interesting and timely!

I think the purpose  is to 'generate solutions to the current fuel crisis' - I guess these are personal things we can do rather than global solutions? If so, that looks to be a very suitable purpose.

I'm a bit concerned that you have a lot of 'content' in the 7 points which will be hard to cover without resorting to an 'information transfer' mode and diminishing the community approach. When I look at the purpose, it seems that point 6 (and maybe point 7) seem to be the most relevant.

Re step 2 - I'd suggest the discussion will need specific questions rather than just pointers.

I'm looking forward to some innovative ideas from the group on how I can save fuel!

Paul
=========================================
Thanks Paul. for the feedback .
The pupose will now be
To generate solutions to the current fuel crisis  and I will try to zoom into specific questions to get most people involved in productive discussion ...melvin

============================
Hi Melvin
I have to admit to joining the discussion a little late but I totally agree with Wendy,  I think its  positive that you are already listening to the community and adjusting to suite the community needs.  I think that is one of the points that we will be checked against when the assignment is marked
I look forward to the discussion
thanks
Bob

==============================
Hey Melvin , Looks like yourve been busy well done , assignment looks great ,
John M
+++++++++++++++++++
Hi Melvin
Apologies for late response. Very worthwhile topic and important for us all. Maybe narrow down the anumber of questions for this assignment.
Pam


=============
Hi Melvin, you made a really good point in some of the other discussion threads about keeping it small and manageable. Your topic sounds great but it seems that, like some of the rest of us, you might need to narrow your discussion topic a bit to make it more manageable. It is a bit like a research project I guess, it needs to be very small so that you can focus on the findings without getting bogged down.
Wendy
=========================================

Thanks wendy
It is funny I give advice to others but refuse to take my own adivice. ( call it arrogance or similar thing )
But Now I am taking your advice, that makes me little less "arrogant '.
I am narrowing it down to make it manageable
melvin

Author: Melvin Din
Date: Saturday, May 14, 2011 11:59:46 AM NZST
Subject: visit www.melvindin.blogspot.com
I am now trying drop some bullet points to keep the forum more focused for productive discussions. I am aware of the time available to me and to others and the relevance to the outcome. I do realise having many bullet points will just attract  comments and not  in depth  meaningful discussion. In order to generate discussion with a measurable outcome
I feel the need of bullet point 6 to stay on the top as
Ways to reduce fuel consumption             and
How to make biofuels/biodiesel on small scale

Please start adding your comments while i look for making biofuel the easy way.
I  have written some articles about it in NZ magazines and used to conduct hands on workshops nationwide in my heydays. I am sure will pull out some material from here and there for you. In the meantime start collecting used vegetable oil, or even better siphon it out form your kitchen as a starter ingredients .

as well as some safety glasses. gloves, apron, two larger 3 L just juice bottles, pH paper, funnel, some common sense safety rules about using methanol and caustic soda.....................

• ( I may be able to set up a video  on how to make biofuel/biodiesel ) and
  send the first 5  people a small pack of methanol , caustic soda and pH paper
  
  Animal fat or vegetable oil are must

http://melvindin.blogspot.com/2011/05/melvindin-on-fuel-crisis.html
melvin
================

Hey Melvin , I like this idea looks straight forward as well !
John M
===========================

I have to be more specific and will narrow it down to two specifics otherwise the topic will become fuzzy and fizzy.
I need many people to participate actively, ie two way communication ie they add information to the information.
melvin
=========================================
Hi Melvin
Looks like a good topic - one we all have a strong vested interest in contributing to. I have quite a personal interest in alt fuels, and look forward to contributing to this group.
Look forward to finding out how to participate in this group
cheers
Fred
++++++++++
Thanks Fred
That is great. You are in
Using electricity also means using existing but quickly depletinig non renewable resources. Most of the electric power is poduced by burning coal and gas in NZ.
What we need is to grow cash crops that will produce oil and add nirogen to soil . The byproducts will be added attraction.
warmly
melvin



Hi Melvin
Don't know much about Biofuels but I found this on one of my favourite wwebsite 'How stuff works'
http://science.howstuffworks.com/environmental/green-science/pros-and-cons-of-hydrogen-energy.htm
http://science.howstuffworks.com/environmental/green-science/alternative-energy-quiz.htm
Pam
==================================================================================

My ideas on ways to reduce fuel consumption:

* keep your car tires at the correct pressure
* walk to the shops, don't drive
* get a bike
* don't use an outdoor gas heater - if it's cold, go inside to eat

Paul
=============================

Thanks Pam and Paul
The better way to reduce fuel consumtion is drive at 75-80 km /hr. back in 80,s there was fuel rationing in NZ and drivers were advised to lower the speed to 70 for better milage.
Do not stop or restart the engine often, watch these courier drivers they are fuel smart. If you are just hopping out to post a letter and it wil take less than 5 minutes then leave the engine running.
Drive smoothly and use roots that have less traffic signals even though you have couple of extra km to do.
Fine tune engine often, replace filter and ask for better fuel combustion set up.
Do dot drive with extra load. Keep the vehicle tidy and fee of junk.
Go through gear shift as quickly as possible.
Keep an eye on tyre pressure in summer.
Do not drive with windows open, it disturbs the aerodynamics of the car.
Any trip less than 1km should not be taken, just walk to the shop.
Change engine oil often.
Wash fuel tank at least every 5 years.
But less than 1.8 L vehicles for personal use.
Make your own biofuels ( biodiesel, bioethanol)
Switch to LPG .
Car pooling will help you to develop socail skills and save a lot of money.
.......................
...................................


====================

Hi Melvin
Some very good tips. I was once told not to use the air conditioning as it uses petrol so I started to open the windows, now it seems I am not going to do either and overheat. I did not know about the switching the engine on and off.
I drive over the attached bridge every day from North to South and am always thinking of ways to reduce fuel consumption. I sometimes share a car with someone else from our department and have got the bus. I am going to be based at Middlemore hospital for some days in the next semester so am going to use the ferry and train which will reduce my fuel but it will cost just about the same not including wear and tear on the car. It will be much more relaxing. I would love to know how you will make fuel from fish and chip oil.
Pam

=======================================================

Good morning Pam
Please see my website http://www.etec.net.nz/
or in the google search type in melvindin cooking up fuel
if all that does not help then try this


Things you need

20g NaoH
200ml - 400mL methanol
3 L used vege oil
2 plastic bottles
( just juicce bottles will be fine)
safety galsses. apron, gloves, thermometer
pH paper with chart 1-14 full range
funnel
vinegar to neutralise spills
Plastic tray ( no wodden or metal surafaces to be used  as you are making corrosive solutions





Step- 1 : Make 200 mL meth Oxide (  NaOH + methanol in a glass bottle )  and let it settle for 30 minutes
              ( extra care required here  .. use gloves,googles, apron, away from metal surfaces)
step 2: warm up 1 L used vegetable oil in a 3L " just juice " plastic bottle
step 3: test pH of the oil ( mostly 6 or 5 )...that will help you to make suitable concetration of methoxide ( it is a little tricky step)
Step 4: add meth oxide into the warm oil.
Step 5: Place the lid and give it a good shake for two minutes, then do the pH test ( around 12-13)
Step 6: losen the cap for gases to escape and place the bottle in a warm place for two hours
step 7: wash the mess, tidy up and make a cup of tea and wait
Step 8: if every thing gone well you will see three layers in the bottle
            bottom think ( honel like layer is glycerol with lots of NaOH and some methanol)
           the middle thin yellow white layer is just liquid soap
         the thin layer ( about 900mL ) is RAW Biodiesel with some traces of NaOH ( that need to be washed before using the biodiesel)
         Decant the Raw Biodiesel into another palstic bottle.
Step 9; polishing or washing Raw biodiesel
           the urpose is to remove suspended parcltes of NaOH and methano
          Do the pH test of the raw Biodiesel layer  ( it will be around 9-10  not good for the metal part of the fuel system, nozles)
Step 10; add 2 mL of vinegar in 1l water and gently wash the raw biodiesel
Step 11: allow it to settle for 2-3  Hours
               Do the PH test again ( aroud 8 will be Ok )
             the bottom layer is NaOH and glcerol based water , good for the garden, compost in particular
             The Top transparent layer is washed biodiesel, all goof and ready to godirectly  into your DIESEL fuel TANK
     
Be careful during this activity,
No smoking or sparks
No open fire or electric heaters within 10 m
keep windows open
use white vinegar to neutallise the spills
Give it a try, I am sure after 3rd attempt you will get it.
methanol

Resources & PD Courses for Technology and Science Teachers

MP3 mono audio amplifier kit This audio amplifier kit can be used with any personal stereo equipment, including MP3 players. It uses a TBA820M audio amplifier IC which can output 1.6W of power. The kit is supplied with a PP3 battery clip and can run off any voltage from 3 to 16 volts. Now supplied with pre-built jack cable.
This kit includes:

1 x TBA820M audio amplifier IC
1 x 8 pin IC holder
1 x 1ohm resistor
1 x 100ohm resistor
1 x 10Kohm resistor
2 x 100uF capacitor, electroyltic
1 x 220uF capacitor, electrolytic
1 x 470pF capacitor, ceramic disc
2 x 100nF capacitor, ceramic disc
1 x PP3 clip lead
1 x 3.5 stereo jack cable
1 x speaker (8ohm, 66mm)
1 x mono amplifer PCB It works nicely off a 9V battery (not supplied)  and

Hands on PD for Teachers

Practical Electronics for Juniors

Kids really enjoy hands-on practical electronics.

We have helped many teachers to start up take-home project based programmes.
During this one day workshops you will get to make and take a project that will engage your learners.

It will come with simple write on booklet that covers technical literacy and numeracy.

Some examples are ( we can also make custom made projects)

Schoolbag alarm, lie detector, robotic car , electronic art ,

steady hand game,. ....
 

If having reliever issues then on Saturdays/Sundays by arrangement

Time: 9am–2pm
Venue: ETEC, 3 Tironui Station Road West Takaninin, Manukau
Cost: $ 220 + GST
Facilitator: melvindin

Dates  3 June, 10 June, 17 June, 8 July

Please Contact: (021) 215 2850 melvindin@clear.net.nz

Melvindin On Fuel Crisis

Introduction /Purpose
I am planning to set up a forum that not only discuses but also generates practical answers to current fuel crisis as part of my assignment 2.
Energy, fuel in particular has become a major concern and the situation is cascading.
The ecommunity will look at

• 1  History of fuels
• 2  Current trends and modes of using fuel
• 3  Geo political situations and hotspots that fuel the fuel prices
• 4 Big boys who harvest $$$$$ through momentary or instantaneous  issues for instant gains
• 5 Sources of alternative fuels/ eg biofuels
• 6 Ways to reduce fuel consumption
• 7 ..............................and similar matters arrising from discussions    eg   how to make biofuels/biodiesel on small scale

Method:
A base dicussion statement will be sent to all members with invitation for comments.
To provoke discussions, the base statement will have some pointers for the members to comment/feedback
A summary will then be made available to attract more guided disussions
A semi-formal document/ file will be complied as an outcome
.......................................................
Hope to see all participating in this activity
++++++++++

Hi Melvin, you made a really good point in some of the other discussion threads about keeping it small and manageable. Your topic sounds great but it seems that, like some of the rest of us, you might need to narrow your discussion topic a bit to make it more manageable. It is a bit like a research project I guess, it needs to be very small so that you can focus on the findings without getting bogged down.
Wendy

++++++++++++++++

Hi Melvin
I have to admit to joining the discussion a little late but I totally agree with Wendy,  I think its  positive that you are already listening to the community and adjusting to suite the community needs.  I think that is one of the points that we will be checked against when the assignment is marked
I look forward to the discussion
thanks
Bob

++++++++++++++++++++++++++++++++++

Thanks, Melvin - looks interesting and timely!

I think the purpose  is to 'generate solutions to the current fuel crisis' - I guess these are personal things we can do rather than global solutions? If so, that looks to be a very suitable purpose.

I'm a bit concerned that you have a lot of 'content' in the 7 points which will be hard to cover without resorting to an 'information transfer' mode and diminishing the community approach. When I look at the purpose, it seems that point 6 (and maybe point 7) seem to be the most relevant.

Re step 2 - I'd suggest the discussion will need specific questions rather than just pointers.

I'm looking forward to some innovative ideas from the group on how I can save fuel!
++++++++

===========

I am now trying drop some bullet points to keep the forum more focused for productive discussions.I am aware of the time available to me and to others and the relavance to the outcome. I do realise having many bullet ponits will just attract  comments and not  in depth  meaningful discussion. In odrder to generate discussion with a measurable outcome I feel the need of bullet point 6 to saty on the top as
Ways to reduce fuel consumption             and
How to make biofuels/biodiesel on small scale

Please start adding your comments while I look  for methods of making biofuel the easy way.


 I have written some articles about it in NZ magazines and used to conduct hands-on workshops nationwide in my heydays. I am sure will pull out some material from here and there for you. In the meantime start collecting used vegetable oil (or even better siphon it out form your kitchen as a starter ingredient )as well as
some saftey galses. gloves, apron, two larger 3 L just juice bottles, pH paper, funnel, some common sense safety rules about using methanol and caustic soda.....................
( I may be able to set up a video  on how to make biofuel/biodiesel ) and
send the first 4 people a small pack of methanol , caustic soda and pH paper
Animal fat or vegtable oil are must
========================================================

Thanks Fred

That is great. You are in

Using electricity also means using existing but quickly depletinig non renewable resources. Most of the electric power is poduced by burning coal and gas in NZ.

What we need is to grow cash crops that will produce oil and add nirogen to soil . The byproducts will be added attraction. 

warmly

melvin

Graduate Cert : applied eLearning 706 Assignment 1 draft on 25 April 11; 40am

 

Assessment Authenticity Confirmation

Name: Melvin Din

ID number:

Course: Educational Design for eLearning:

Graduate Certificate in Applied eLearning

( Paper : Educational Design for E-learning 906- 706-111 ) 2011

Lecturer: Kelly Oriel

Assignment 1: Critiques of e-Learning Resources

Assessment: Assignment 1 ( A , B )

Critique two examples of e-learning resources.

By submitting this document by email/dropbox, I declare that the work submitted for assessment is all my own original work.

Submitted: 8/5/11

Assignment 1: Critiques of e-Learning Resources

Introduction

For critique two examples of e-learning resources.

( w r t educational needs of the 21^st century learners )

The first one is an example of an interactive multimedia educational resource.

I have been using the following resource for my classes for some time. .

www.letry.tw.com

It is an educational site with multimedia tools for technology students who want to gain entry level skills in Practical Electronics and Robotics by using hardware in particular. I have some vested interest in the site as I have been using it with my learners. The resource teaches how to build electronic circuits and programme basic robotic cars. The main aim of the site is to create interest in technology education. I also call it “ dusting electronics education”.

The typical user group is 12-15 years old, predominantly boys. Since it also suits electronics hobby enthusiasts and mainstream classrooms as well as G & T learners therefore it also interests 10- 100 years old as well.

Guidance to learners

The resource and accompanied material satisfy Bundura,A ( 1977) requirements.

Robotic challenge on its own is a very good networking support mechanisim available where new learners and older users of the resource can exchange knowledge. People learning from each other ie People Teaching People ie behaviour modelling Attention- Retention- Reproduction- Motivation with incentive and above all behaviour is learned through operant conditions. Small successes all along the way till the final outcome is materialised. Correct response reinforced by reward ( BF Skinner).

The site and the resource material addresses abstract and practical knowledge, technical literacy and reflects at least three learning theories. A very integrated approach is used to develop both theoretical and motor skills.

Having a bilingual option (in English & Chinese) the resource is being used in a very wide geographical area. Another feature of the resource is that it comes with a compact package containing a small booklet and all components for 20 interlinked activities. A set of very handy support material is available for teachers

Chunking & sequencing of information

All material is deliberately divided into bite sized hands-on activities. Rather than making the only one project, learners go through self paced scaffolding progression.

The other feature is a logical set up as a large number of learners respond well to Show- Tell- Involve approach. Learners see a physical circuit first and then work from a given circuit diagram to make a functional circuit that performs according to the criteria set . This immediately provides “wow “ factor feedback to the learner. They become captive and this increases participation, a desire to move onto the next lesson at their own pace.

Presentation of information

New learners start with basic technical vocabulary and develop technological literacy and numeracy as they make progress. Lessons and activities are interconnected and act as building blocks for the main outcome, a working Robotic car for the First Robotic Challenge (FRC ). It helps learners develop a strong knowledge base and encourages a habit of not taking shortcuts. Linking little chunks to make the whole in a modular way has become a technique in system technology.

Most human behavior is learned observationally through modelling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action”. Bundura A ( 1977).

FRC brings in the teamwork brings Bundura calls it people teaching people approach. ( Bundura A : Social learning theory).

Navigational features

Instructional Material and resources for hands on activities comes in three modules.

A 001, A 002, B 001

Module B 001 is for advance learners. I consider it as a suitable resource for differentiated learning experiences for G& T learners.

For the instant motivation and engagement the site has examples, moving pictures and pictures of NZ classroom as well as Hong Kong classrooms. Learners are meaningfully engaged through deep concentration .The approach to have a challenge at the end of the unit creates a culture of self motivation for learners to set meaningful and achievable goals in record time.

The only funny side is boys get tempted and wanting to do the last task as early as possible whereas most girls want to develop a systematic knowledge bank about circuitry. A system could be set up where after achieving a code is given to open the next task.

Things that need to be pointed out only:

1. The instruction manual has some language and grammar issues, but a working knowledge of commands to make a 3D robot do not concern me and one can live with it. In fact I have noticed that ESL learners find it more understandable.

The Mandarin/ Chinese learners may have better grammatical instructions. I can not comment on that aspect.

2 The use of basic three colours appears to link with the product.

It is good that traditional post office box red colour is absent

3. Some symbols for the electronic components are pre 1990. And the circuits are simple for a new learner with basic general science knowledge about circuits.

4. Good thing is that each lesson / session is listed separately. The basic simulation at a slow speed and that makes information to sink in well. The learner can be ready to get visual technical literacy in bite sized chunks.

5 There is no evidence of other advertisement ,that many sites have to have in order to survive, just links to suitable distributors/partners in some select countries.

6 Animation part is to the point as well as engaging to the level of captivating for a younger learner.

7 The copyright has been waved, a great intellectual donation for the sake of education.

8 The developer is very approachable and responds to all emails within a day or

Let us compare the site against the criteria set by

Routh Colvin Clark and Richard Mayer , E-learning and the Science of Instruction, 2nd Ed Pfeiffer page 85

Graphic and text used ...	Yes there is ample mix of the both
Graphic are for the learning purpose ...	Yes the graphic are part of learning circuits
Labelled diagrams ..	Yes all diagrams are drawn well and labelled
Animations are limited ...	Yes the use of animation is there to explain key concepts
Relational graphic are used ...	Yes and they make good learning experiences
Video clip ( how to do ) ...	No this attribute is missing and has been suggested But the resource does have some moving images.
Slow motion graphic ..	Yes I personally like this section for absorbing key concepts
The graphic are used as lesson interface .	Yes the graphics are integrated and are used to supplement learning

706 : Assignment 1 Part B
Background information :

www.rev-ed.co.uk/picaxe , ( www.picaxe.co.uk )

I have decided to critique on a very innovative teaching resource for this part of my assignment. PICAXE is an emerging technology and it is becoming a popular learning resources in many New Zealand high schools.

PICAXE was developed as a better alternative to the current software and now it is becoming a hybrid software resource among learners in the UK and New Zealand. It is very user friendly and easy to programme simpler microcontroller system. The heart of the technology is based on the same concept used in FLASH memory integrated circuits. It can be programmed erased and downloaded with BASIC aided with flowchart set up, via 3 pin serial port into any computer.
For ICT teachers the attractive feature is solderless hands-on activities and the technical help available through several forums.
The one I use more often is EDTSG. It is Google group of electronics technology teachers in New Zealand.

www.groups.google.com/group/edtsg

Chunking /sequencing Information

Only necessary chunks are listed and that keeps the home page less busy.

For an accelerated learner more challenging projects are available as an extension work, the Cyber pet, Electronic dice. A classroom teacher may become redundant at times or may find time to become an active learner alongside mainstream learners or chose to become a mentor. I feel an urge to squeeze in the famous definition of a teacher by George Bernard Shaw. " I am not a teacher--only a fellow traveller of whom you asked the way, I pointed ahead - ahead of myself as well as of you".

Though on the flip side there are some decile rating issues because many schools in South Auckland may not be able to run a full programme by using this software technology due to availability of suitable computers in the classrooms. Since the resource was aimed at he UK learners, ESL learners may have to do some reading in advance as some crucial instructions are in very long sentences. Laurie Patsalides expects netiquette rules to be followed eg the use of proper language and titles.

Presentation of Information
The graphics are very relevant and colour acoustic reflects the age group of bright and lovely learners. Scrolling is not a problem as al pages are short.
Another upside of the layout is problem solving without raising the anxiety level to the quitting stage.
Labelled diagrams help visual learner to stay on task. There is a supplementary resource called PICAXE TUTORIAL
Information is comprehensive and sequencing is in ascending order in terms of skill building and knowlege bank. Each new lesson is the extension of the previous learning experience


The menu is simple and not crowded with deterrents. Photos of a self driven robot in blue colour stands out as a signposting. Someone may quickly pick up the fact that the choice of colours, blue in royal orange is a settle indication that it is some how a male interest topic.
The drop down menu is little annoying due to overlaps. It would be better to have sliding tabs to overcome this confusion. It would have kept the home page open and there was ample room to do so.

All hyper links work and take to the relevant and correct sites.
Other features that a good learning resource, technical site in particular, should have is a provision of question answer support or a forum where like minded users share interesting applications of the resource. PICAXE forum is regularly checked by the technical staff and a direct Email option is very ensuring that the learner ( user) is not left in cold to his/her devices or frustrations. I always find FAQ make any site very helpful as it unjumbles many mysteries before hand.

PICAXE forum brings the sense of belonging , a gathering place of like minded people propelling the new era of learning . According to Preece (2000), the technology configuration for CoPs should provide distinctive technological services to support learning, knowledge sharing and creation, as well as sociability and participation.

Technical aspects ::
The PICAXE system runs on Windows (95, 98, ME, NT, 2000, XP) with a CDROM drive and spare serial port .A fairly standard requirement. A very basic starter pack is first successful step to hop on to the learning horse. A free Programming Editor is a big plus.
All files are in pdf that makes it very easy to open.
Good to see that PICAXE uses Collaboration with similar softwares resources, it actually encourages people to try out PICAXE and diversify their knowledge. In literature it has been called as " Third Party Software". for example YENKA http://www.yenka.com/en/Yenka_PCBs/ a supplimentry learning resource on its own.

This unique collaboration complements the PICAXE resource as YENKA has what PICAXE does not.

We actually need this kind of collaboration to create a knowledge pool. "Services for supporting collaborative learning. Collaborative learning is inherent to CoPs; members learn from each other by making their knowledge explicit, sharing it with their peers, and reflect on it. In a learning context (in the workplace or outside it),many problems have to be collaboratively solved through debates and negotiations"
http://www.elearningpapers.eu/?page=home&vol=5

Navigational and Guidance Aspects:

The resource site is very inviting from the navigational point of view,however the font size 12 would have been better. Length of each page is kept to a minimum by cleverly adding hyperlinks (Webster and Ahuja 2006). A page search window makes the user to stay more focussed on what the site has to offer without getting lost into the cyber space for trivial. However I feel a need of direct hyperlinks and it may be beneficial to many visitors..

Usabilitywww.picaxe.co.uk meets most of the 5 component Criteria of Usability set by Jakob Nielsen, ie learnability, efficiency, memorability, errors and satisfaction.

I notice the readability needs some cosmetic uplift for example increasing the font size to 12 will help many low vision users to see programming and specification text more clearly. Through this alteration the web manager may then be addressing the web accessibility ( Rehabilitation Act 1998 ,section 508).

However the basic learning style makes the resource appealing though the auditory learning style is missing but being compensated with vivid visuals and kinaesthetic styles.

Assessment Tools

Still few feature are missing that makes the resource fall short of becoming an ideal resource. Having said that all the missing features are present in its collaborative 'third party software' and as mentioned above a direct hyperlink can easily rectify this. An taster assessment section would have helped many lurkers to become regular visitors. A self testing question answer option page could make the site useful for the first time visitor though it will be for a surface knowledge ( Corbett and Kearns (n.d).

As Ellaway ( 2007) suggests, more interactive content can be integrated for each topic to connect theory and application, thus making learning more meaningful.

Conclusion

During this assignment I have understood,to some extent, that a successful eLearning resource must be appealing as well as satisfy the needs of the learner as one stop learning station.Constructing an Elearning resource has lot to do with its navigational tools.

References :

Bundura A : Social learning theory , NY, General Learning Press.

Ellaway, R. (2007) Discipline-based designs for learning: The example of professional and vocational education. In Beetham, H., Sharpe, R. (Eds.) (2007) Rethinking Pedagogy for a digital age Designing and delivering e-learning (pp 143-165) Abingdon: Routledge

　

(n.d.). Retrieved 03 03, 2011, from What's YOUR Learning Style?: http://people.usd.edu/~bwjames/tut/learning-style/
Retrieved from Section 508: http://www.section508.gov/index.cfm?&FuseAction=Content&ID=12
http://www.brighthub.com/education/online-learning/articles/110386.aspx#ixzz1Ku0vp2mD

(n.d.). Retrieved from Section 508: http://www.section508.gov/index.cfm?&FuseAction=Content&ID=12

Nielsen, J. Designing Web Usability. New Riders Publishing.

Preece, J. (2000). Online communities: Designing usability, supporting sociability, New York: John Wiley & Sons

Routh Colvin Clark and Richard Mayer , E-learning and the Science of Instruction, 2nd Ed Pfeiffer page 85

MIT Assignments 708 ; 1

 

MIT Assignments


Case Study:: 708 / Assignment 1 Melvin Din 

This assignment is about analysing an ecommunity. I am a member of several ecommunities and regularly participate in discussions that interest me. This year I have joined an ecommunity of Electronics Technology teachers.

An ecommunity and relevant theories

Like any sustainable living community an ecommunity has similar set up and functions. An ecommunity is simply a virtual community and its members use suitable electronic media to communicate with each other. The term virtual community is attributed to Howard Rheingold ( 1993). Ecommunities encourage its members to participate in discussion on issues of common interest. He explains this by saying “ when people carry on public discussions long enough, with sufficient human feelings, to form webs of personal relationships”.

We can comfortably say that an ecommunity is a group of like minded people with common interests and goals. A good community needs to be inclusive. Wenger E ( 1998) expects a community of practice ( CoP) to be a good mix of experts and new learners to connect through debating and sharing knowledge. In my view this can be achieved by setting rules, establishing procedures and having a proper structure. Educational and knowledge sharing communities exist because members want to gain more knowledge through active participation. According to Wenger E ( 1998) this kind of participation refers to“ a process of taking part and also to the relations with others that reflect this process. It suggest both action and connection”. In simpler words learning is social participation. For greater participation a typical ecommunity provides a forum for self paced discussions in a non threatening way.

Overview of EDTSG

The ecommunity that I am focusing on is a newly formed Google group of Electronics Technology teachers called Electronics and Design Technology Steering Group ( EDTSG)

It is a Google group and can be reached at www.groups.google.com/group/edtsg

In order to prepare a new kind of workforce the New Zealand Curriculum has recently gone through major changes . It has caused upheaval among the teaching community. Old unit standards are expiring and being replaced by Achievement Standards ( AS ). The examplars of AS for NZCE level 1 Digital Technologies have not been available to the teachers. Schools expect Electronics Technology teachers to write up their own assessment material. We know that many teachers are finding this task very daunting and they have many reasons that include workload, lack of timely support in the form of relevant professional development courses.

Purpose of EDSTG

EDTSG was formed to address the changes taking place in the New Zealand Curriculum ( NZC), in particular the delivery of Digital Technologies Education for level 1 and level 2.

There was a lack of a necessary support system and the Ministry of Education ( MoE) expected teachers to come up with units of work and formal assessment activities.

Ross Petersen , the education manager at ETITO saw the need and initiated to address the issues by organising a steering group firstly through emailing and then forming an online community. EDTSG has made good progress. Participants are regularly airing their opinions in this open minded non threatening environment. The moderator replies to most of the posts and provokes more participation.

Community membership , Rules and how does ETTSG operates

Currently EDTSG has 39 members and a dedicated moderator, Ross Petersen. He is the national education manager at Electrotechnology Industry Training Organisation ( ETITO).

Community rules are kept simple and use of common sense is expected from the members. The site permits only members to see and add content. Since it is not open to lurkers therefore all information remains within the community. Any interested teacher can request for the membership through an invitation and upon approval they join the whanau. The formal approval takes 24 hours and the moderator sends a formal email confirmation with links to the community and its sister community.

Most members know each other well through professional development workshops and other face to face meetings, perhaps that is why so many have not bothered to complete their personal profile. This forum keeps them in frequent digital contact with each other and provides a communal place to share their views and innovations.

The group uses basic Google forum tools and leads are posted under separate titles so that members can quickly respond to the issue of their immediate interest.
In my own humble opinions, creating a kind of repeat forum readership is as important as developing a loyal client base for any business. Enticing lurkers to become contributing members is an administrative art in digital sense. Moderators need to apply this notion when managing an ecommunity. the  moderator  sends reminders or starts subtopics to rekindle discussions. Receiving a personal email message about new topics or posts may be annoying for some but I find it very prompting and it works for me. Busy people at times overlook or simply forget to attend to matters that may only need a couple of clicks. So often a gentle reminder does the trick for me.

Joining an ecommunity brings on the feelings of civic participation. Being a member of an ecommunity has become a norm. It means a lot to many people and eventually makes many become proactive. My own participation with EDTSG has produced a healthy and measurable outcome. Carvin ( 2006) mentions that “ over half of the community members sign in to their ecommunity page every day”. One can only expect some fruitful educational rewards from these interaction. I have been able to aquire PCB making tools and have made business deals with printed circuit boards (PCB) manufacrurers overseas and in New Zealand.I have learned how to make good quality PCBs with minimum equipment.

Conrtibution to the wider community

It is a known fact that change causes resistance and we teachers resist the change a little more than others. George Siemens ( October17 , 2003) reminds us that we must remain relevant and align with the needs of our learners. He even goes a step further by saying that “we need to respond to these changes in a way that meets the learner's needs and that reflects the reality of knowledge required in the workforce”. Similarly in his recent article Paul Left ( 2011) finds that many teachers are slow to participate in online discussions partly due to lack of necessary ICT skills and partly being too busy. He suggests that teachers should upskill themselves and start using social network technologies. He wants them to stay technologically in-phase with their learners. One of the key aspects of the New Zealand Curriculum  is to prepare "life long learners". Wenger sees the need of broadening the boundaries of school by saying "the school is not the privileged locus of learning. It is not a self-contained, closed world in which students acquire knowledge to be applied outside, but a part of a broader learning system. The class is not the primary learning event. It is life itself that is the main learning event". I am pretty sure that he is clearly advocating the use of latest technology tools to enhance learning i.e use of ICT in elearning situations. This establishes the need for developing ICT literacy and use of suitable media to propagate learning to suit the learners of this century. EDTSG is paving a way for introducing the this notion of the new curriculum through a negotiation process among the leading practitioners of technology education.

Even though over 30 % of learning is taking place through online ( Industry Report, 2006) , still some people want to know what probes a small group of people to start an ecommunity. Wenger. E., has a very straightforward explanation. "There is an emergent interest in building communities among practitioners ( because) practitioners are seeking peer-peer connection and learning opportunities with or without the support of institutions".

We all know that learning without the support of institution is becoming a norm and a large percentage of 21st century learners fall into that practice.

As Wenger (1998) sets the definition of a learning community “ Communities of practice is groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly”. EDTSG seems to be, unconsciously, in line with his definition.

Online tools and collaboration

EDTSG is constantly looking at providing practical help and suitable resources for level 1 -3. Electronics Technology teachers will then be able to add their own flavor to set up meaningful assessment activities for their learners. In my humble view all members of an ecommunity must gain some valuable information on regular bases. The site has elements of trust, co-dependency , interdependency and a mechanism so that each and every member feels like participating at their level with their own special skills.

One special feature of the forum is the availability of relevant resources to its members in the draft form in its “dropbox”. The " Dropbox" gets updated regularly by the learned members for all to share. At times comments are invted to make the resource more meaningful anfd to meet the assessment criteria set by NZQA.

As Conner (2009) suggests a community can't be forced but it can be fostered.

An environment of timely interconnectedness through sharing knowledge , even in bite sized chunks helps.

Gallagher-Lepak, Reilly and Killon, 2009, expect an educational community to have some shared goals.

Overall Effectiveness in terms of outcome

EDTSG calls itself a support group for electronics educators in NZ .

The moderator has set the main goal and that is to develop senior programmes in electronics within Digital Technologies, using AS as assessment tools.Even though EDTSG has a very small membership and the electronic media being using is just the bare essential , it has made good impact on many teachers. Many resources have been posted and can be used as examplars.

For example making inexpensive Printed Circuit boards and assessment tasks for achievement standards Many teachers of Digital Technology have been pleased with this timely and ongoing support.

Aspects of Community design and its effectiveness

To encourage members for active participation there is a classroom type progress sheet ' top posterer of the month'. Funny but very enticing for members to move up the ladder.

I personally think that smaller groups have some niche educational products and services to offer though I have not seen an argument against this in the literature yet. As a dedicated community  moderator , Ross is taping into exciting resources members bring with them. The knowledge kiti is called Dropbox and it works like a pot luck dinner,  and he encourages members to add something to share with others.

Key aspects w.r.t people as resources

There is a famous Maori whakatauki ....

Ui mai koe ki ahau
he aha te mea nui o te ao,
Maku e ki atu
he tangata, he tangata, he tangata!

"Ask me what is the greatest thing in the world, I will reply: It is people, it is people, it is people!

...... In other words lest not forget that all people bring strengths to any organisation.

Connor (2009) suggests that it takes more than tools to build community, although tools certainly do help and are required. She goes even a step further that "you need to invest more if you want to see a better return, and if you don’t think you can do better, you might want to reconsider your current role". The EDSTG  ecommunity moderator knows the strengths of the members and he is harvesting resources accordingly.

This generation of digital technology age is now seriously moving from just using technology towards developing relations and Wenger ( 2001) calls this shift "Belonging and relationships". They are seeking meaningful relationships through belonging to a CoP. Relationships in form of peer relationship, professional connections, an urge to help others and finding a voice are just some of the motives.

I want to finish this assignment with an old American saying
"Sonny, when there is more than one of you in your organisation, you are in the people business.You are not in the food business, a service industry, the widget business, the medical profession, or whatever other business you may think you are in - you are in the people business. You just remember that boy!"


Reference :

Carvin, A. ( 2006), December1) Understanding the impact of online communities on civic engagement.

Retrieved from http://www.pbs.org/teachers/learning.now/2006/12/undersatnging_the_impact_of_on.html

George Siemens (October 17, 2003) ,

http://www.elearnspace.org/Articles/learning_communities.html

Rheingold, Howard ( 1993). The virtual community ( 1 st. ed.)

Addison-wesley Publication Co. ISBN 9780201608700

http://www.rheingold.com/vc/book/into.html. Retrieved 2008-12-29


www.groups.google.com/group/edtsg

Wenger, E.,Supporting communities of practice : a survey of community--oriented technologies

http://www.ewenger.com/theory/index.html
http://www.verso.co.nz/category/learning-communities/

http://en.wikiquote.org/wiki/Maori_proverbs

 http://blog.angelaconnor.com/2011/02/10/community-managers-be-genuine-or-dont-bother/
http://www.mentor.co.nz/he_tangata.html

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