Yet how do you think we should move e-Learning forward? There is strong criticism of the gap-fill, multiple choice answer activities. Some of this criticism is unwarranted because it comes from individuals who are not aware of it's use within our teaching - i.e. how we use it - but I fully understand such criticism if these are portrayed as shining examples of effective e-Learning, allowing a student to learn all they need using ICT.
This is where we would go wrong - simply assuming students can entirely be taught by ICT. However, I do feel we can be more effective in what we offer. What ideas do you have?
I feel "Learning Objects" have a real role to play. These are what some of the professional e-Learning companies have invested a great deal in - plug-in adaptable elements that can be edited for specific purposes. On a simpler level this is what I'm trying to create with my 'Interactivities' section on my site. Currently this comprises the Interactive Diagrams and the Games and Quizzes (but to a lesser extent) - http://www.schoolhis...nteractivities/. There are, of course, criticisims of Learning Objects - so it's important to be aware of these - [I can't find the url at the mo - it's something about "3 criticisms of e-Learning objects" - I'll put it later!]. For balance, Macromedia have some great positive information on such objects: http://www.macromedi...arning/objects/
What I plan to develop are two things - one being a basic interactive storyboard maker - where students have a few images to play with and can then add captions and speech to create a six-page comic-book style interpretation of an event. The other is a simple marking activity where the computer looks for specific words within an answer. This wouldn't make any attempt to be 'e-Assessment' but would allow for a more effective version of the things I develped two years ago to 'check-and-test' students work e.g. http://www.schoolhis...questions_1.htm
I think we do need to appreciate what is possible with ICT, but also what we really want. I want to make use of ICT for less controlled exercises, making use of ICT as scaffolding for students perhaps akin to having me next to them offering ideas and suggestions. Students who dislike always asking for help and asking questions certainly don't feel as concerned about having a computer offering ideas and assistance.
What do others think? As has been said elsewhere, history is very much leading the curriculum in terms of teaching and learning using ICT - it's time to raise it to the next level!
Edited by Andrew Field, 16 November 2003 - 11:33 AM.