Some near-end Thoughts; No offence really

This morning we had our mock exam for this module NM3204. It was not that tough to answer, as long as you did the reading, MCQ section is not a problem. For the writing part, I think is quite subjective; which is good for us as we will get the mark as long as we got the basic theory support. But at the same time it is hard for us to score full marks for that. Here I am just giving statements, not commenting on the format of the exam; I am totally fine with the format. The example of case study in the paper is kind of too technical for us; and we are so unfamiliar with it. Hence this is building a barrier from the full mark. I hope that Mr. Alfred's claim on easier case study in actual exam is true.

One thing to compliment for this module is, I like the idea of having mock exam. It gives us an idea what the final exam will be and what types of questions will be asked. This makes our revision more productive. Besides, after this morning's mock exam, I realised that those assignments we did were really important and relevant.

In addition, this learning journal is also benefiting me although it is a kind of "behaviourism" requirement to me. It 'forces' me to study and review my thoughts here which helps to develop my "cognitivism". Although there are some drawbacks like more time needed, easily distracted as using computer and the Internet; in overall its effect is positive, at least to me.

I remembered I was lost during more than half of the semester in this module; fortunately I have catched up back now (kind of lah...) I would like to use this platform to comment a bit on this module. Firstly, the lecturer, Mr. Alfred. He is kind and approachable. You know, giving out sweets and snacks and walking around the LT. But in some extent we might feel that we are treated like kids. Moreover, kindness and friendliness sometimes, are inappropriate as I think as a Professor or Lecturer, one should have the stance, the 'behaviourism' to instruct us rather than keep asking feedback while knowing that Singaporean students do not really respond in class; for instance, he had already posted announcement saying that today will have the mock exam during the first hour but on the actual time, he asked again whether we want to have the presentations first. No one replied then he decided to have presentation first but the group members were not arrived yet so he waited. Waiting and waiting for responses increased idle time. (8am lecture has to be time efficient and productive to get people up from their beds =P) If I did not raise my hand and ask to have the mock exam started, I wonder how much time would be wasted doing nothing. Moreover, due to the announcement posted, we might already plan our arrival, plan for the presentation for the timings given. Besides, the way he lectures is kind of 'fresh' (which is true since he is still a PhD student currently); I heard people using the term 'mumble' for the way he speaks. I remembered in the very beginning, I was quite "..." during the lectures as Mr. Alfred always tended to move his mic away, or further down from his mouth. I was (-_"') and did not really absorb the content at all! Mumble + no mic = Super unclear. No offence really. Clearly after some time, he improved and started to clip his mic on his shirt. Better, but still quite blur. I am not sure until now whether the issue is on his voice, his speaking or the mic system. In any case, I still think that Mr. Alfred has to work harder on his presentation during lectures; in tutorial he was absolutely fine! (so he was really nervous in the big LT as he claimed??) Oh yea, I think he also needs to work on his presentation of his ideas. A lot of times we, as a group, did not understand what he really wants from us. The words he used, hmmm can I use fuzzy to describe? Not sure whether it is appropriate. Our reactions were always "Huh?" after reading his feedback or getting answers for our doubts from him; we just could not get it.

As a whole, I still appreciate Mr. Alfred's effort he had put on us and this module. *Thank you* I could tell he is working on everything to provide us the best as we wanted and expected. He is trying hard to put himself in our shoes, to think in our points of view as learner here. Just like the problem I faced when completing the assignments for this module, I tend to think as an educator rather than a learner, which is wrong in learning theories. But a lot of times things just would not work out well. Human beings are complicated, demanding and unpredictable. We want differently in similar situations; or want the same in different situations. When we have this, we want that and vice versa. (=_=) Anway, I wish Mr. Alfred all the best in his future teaching! Ganbate neh...

Ms. Jodie, nothing much to comment. Maybe speak louder? And also besides asking our comments and thoughts, she should share more of hers with us. I like her anyway. Thanks for remembering me since last semester. (",)

For the module content and methods used, I found them OKAY! I just a bit disappointed that the percentage for webquest could not be increased further. It really took us a lot of time to do but it only counts for 10% and the presentation is ungraded. Kinda not matching the effort.

*Sigh* Time flies. Semester is ending again. Bless me for the final papers!! All the best to everyone else too!

Webquest Project

The Webquest project our group, 5trangers did was on Singapore Food Culture. We started brainstorming and structuring our project quite early but the topic was finalised only after it was narrowed down. We managed to finish the webquest on time for our presentation. Fortunate to say that, our project is a success as we had included the details for each section. Especially the "Process", detailed enough (I did one!!!) haha... Overall I would like to thank all my group members on the project and other group assignments (glad that no freerider problem), especially Rara who did the webquest with Adobe Dreamweaver, which no one else knows how to use it; and made our webquest nice and appealing in terms of the appearance.

One short coming for the webquest is our teacher's page and task analysis. I think it is because we are quite confused on the contents for the both as we think there are overlaps with other sections. Anyway I think this webquest is an all-in-one platform for us to apply the e-learning theories we have learned from this module. I would not comment on its usefulness or purposes as I believe its existence must have some benefits to some particular groups which we may not be aware of. So yea I'll just take it as an experience.

Procedure VS Principle Learning VS Problem-Solving

The term 'procedure' seems so common and understandable to me which it simply means steps of a process or a task to achieve something. It was perceived as simply listing down the steps will do, without thinking of how in-depth the steps should be. Now I know that procedures not only can be shown in lists but in charts; can be simplified by chunking steps into one, and separate branches. Besides, procedure may consist of decision steps in addition to operation steps. There are also subprocedures sometimes which I wonder they should or should not be listed down as well.

While on the other hand, principles, are totally different from procedures. A principle does not step-by-step list down the requirements to reach a goal but it is a combination of two or more concepts prescribing the relationships, be it relational or procedural. It is said to be the central for problem-solving because we need principles - if xxx then xxx or xxx causes xxx - to understand the situation well and predict what will happen to assist in solving a problem. In addition, besides problem-solving, principles are used in individuals' daily lives as people usually will say "I have my own principles". For instance, my principle is not to smoke. Why? Because I know that smoking will cause negative effects to me and people around me thus I hold this principle. In this case, the principle shows causal relationship between smoking and health. So, principles are actually occurring around us unconsciously or subconsciously.

Usually people tend to group principles or problem-solving into procedures. I am still confused even after the readings. Isn't it a procedure made to achieve something, which may also mean to solve something if the goal is a problem? I think, think and am thinking still. Perhaps, I can perceive their relationships this way.

Declarative knowledge is a subset of concepts, but itself can build procedure. Procedure can be built with declarative knowledge or/and concepts but principles are only built with concepts. Procedures and/or principles could achieve goals, and the goals could be problem-solving materials. Hope I get it correctly. =D

Declarative knowledge versus Concept learning

Just the above title is an interesting concept to learn! What I have learned from the differences is, a concept consists of both declarative knowledge and concept learning but a fact only consists of declarative knowledge. Let me apply with my own example here; hopefully I get them correctly. Let's say, hmmm *looking around* a container!

If one could only point to one particular container and says it is a container but do not know that another thing beside it is also a container, he only gained declarative knowledge of the container; which is just the fact that he knows that it is a container but might not fully understand what a container is. While one understood a container to be square looking and with a cover, he has gained the intrinsic attribute of the concept of a container. If he understood that a container could be in any colour, not necessarily square maybe rectangular, without cover; as long as it is used to contain something eg.food, it can be called container. Then additionally he has acquired the functional attribute. Whenever he could relate a container with other things, say a bottle, food etc; then he has fully acquired the concept.

In my point of view, if we want to teach a fact or concept, we have to start with teaching them declarative knowledge. How? Through linking with prior knowledge, organising and elaborating. How do we know what is someone's prior knowledge? If we say a container is square shaped. Huh? What is square? Then we have to describe square again. Probably the linking part also means linking to some other things which are somehow related, say point to another thing that is also a square. Then the learners themselves will link with their own ways for them to remember and define a container. This could be part of organising already whereby they choose how to arrange the attributes and different meanings together to get a whole image of a container. Lastly they will elaborate with other terms or words to support their understanding. I say that the learners are going through these stages themselve as I think individuals have different ways for themselves. Educators yes could guide them but not throwing them with all the arranged steps and organisation. They could only be the "starters" who give an idea what a container is to the learners by going through these three steps as well as if they go too much, it would turn to be something forceful for the learners to memorise the facts but not understanding them.

With this, learners are able to learn the concept faster and easier as they process the thinking, imagination and association themselves. They could apply the declarative knowledge to other similar stuff and learn the concept. They understand the intrinsic attributes - shapes, colour, cover; functional attributes - containing; and relational attributes - a bottle is a container for water. For educators, inquiry approach and expository approach are applied which both use examples to test the learners. The former one is to help the learners to differentiate the non-containers from containers while the latter one is a further in-depth of discussions with comparisons involved among all the examples. These are platforms for the learners to think.

So in conclusion, learners are required to process the definitions and facts themselves along with the guidelines given; as learners are not fully passive and such self-processing is good for them to acquire the knowledge and concepts faster efficiently.

Task Analysis & Skill hierarchies

Wow~~time flies...It is now in week 12! And I haven't been updating my learning journal for NM3204! Probably this period after the mid-term is my peak period haha... Hmmm I stopped posting at week 6 readings, quite far away from now. And I realised after-week6 readings are mostly from the textbook Instructional Learning which are all quite lengthy and wordy. Anyway I still have post my reflections here. I read back my previous posts, I myself do not seem to understand them well *since were posted months back tsk tsk* thus I referred back the readings and noticed that I did not reflect on the task analysis and skills hierarchies under week 6 readings. Here it goes.

Our group 5trangers had just gotten back our assignment 3 Needs Assessment from Mr Alfred during the lecture just now. Bravo we got full marks! However when I read on the comments, it does not seem like we did perfectly. One of the comments are on task analysis for the taxi driver which was the topic we chose. We missed out task analysis totally. Referred back to the reading, task analysis basically is a detailed task list that states all the required steps and elements to complete a particular task. At the time we were completing our assignment 3, we did not really think about this task analysis is needed as we tend to assume that the target audience will understand the task well by themselves. I wonder, this is probably due to we are not assigned with such a detailed analysis before, as we are already tertiary students. But think back, even when I was a primary student, the teachers did not really guide us with such detailed steps. Is it something natural for teachers or educators to miss out this part assuming the task description given is detailed enough? What are the possible benefits for the learners with this analysis? Let's examine briefly.

I do think that it is good to have this detailed task analysis, which is a guideline for learners to refer when they are doing their task. It ensures they would not miss out any important point or idea for the task completion. Moreover, with the assistance of visual cues like the flowchart, the task given out looks more appealing and easier for the learners which they may be motivated to do their task with their best. HOWEVER, would not this "guideline" turn out to be a restriction for the learners as they would blindly follow it and bypassing their own creative thinking processes? In addition, educators would not expect to receive surprises of the work from their learners which means that everybody will get around the same marks. Moreover, educators might miss out any important task details in the analysis since they are also human beings. The analysis will either be listed with too detailed information or too briefly stated as people tend to squeeze out every single details or brief in a fuzzy way.

Despite the up and down sides of this task analysis, personally I think it is somehow useful. BUT, educators have to take note as I think it is context dependent. It highly depends on what the task is and what are the steps. If the task is technical like fixing a machine, the steps should be in details and clear. If it is an assignment like writing a report, there are still steps needed to guide the learners, but they should left spatial for the learners to think and come out with their own ideas instead of following completely.

From the readings, it states that after the task analysis is done, we can proceed to skills hierarchies. I believe this step is more for educators as reference than for learners although it is also a good guideline for learners to understand their limitations or capabilities. Like I said previously about the different context, some skills are intellectual or unseen easily. Even if the educators state down these kind of skills are needed, the learners themselves might not know (sometimes) whether they have them or not. This may consequent in both ways - demoralised and rejective, or motivated and challenging. So as educators, they have to consider this as well and be prepared to encounter it. Am I right?

[Learning Outcomes] - Attitudes problem?

Hmmm, the reading is straightforward and easy to understand on the different learning outcomes, ranked with different levels and prerequisites. When I reached the part of attitude, I have a wonder on my mind. It is referred along with social interactions, positive or negative preferences or choices, affective emotional component and values. Obviously, it is something internal which could not be seen - a fuzzy! (-_lll

But, I have encountered many times where my friends saying "that guy got attitude problem". Does it mean they have negative attitudes? Not really. Those who are executed with this term - attitude problem, basically have 'weird' actions or, impoliteness, or even over-reacted. I do not really use this term, as to me, I believe the reasons behind all these 'weirdness' are not about attitude but more towards 'characteristics or personalities'. I believe, attitudes are shaped by other factors, be it biological or sociological.

Thus when I read about the attitude in the text, I could not find a link or relationship with the term 'attitude problem' at all. Anyone could explain to me? Or perhaps they use the term wrongly? Or there is no such term at all?

Fuzzies or Not?

"A goal is a statement describing a broad or abstract intent, state, or condition." Yes, I strongly agree. We can state our goal with what we want to achieve, without stating how we are going to reach it. Thus, to me, stating a goal is simple, but stating an objective to support the goal is hard as we need to consider many factors that restrict our achievement.

The text teaches us to differentiate fuzzies. As what I have understood, fuzzies are abstract, are something 'in there'. One could understand a fuzzy but might not be able to explain it clearly with concrete examples that determine the exact meanings. A very simple and straightforward way to differentiate fuzzies from specifics is to think whether there is a single behaviour or a class of behaviours that could indicate the presence of the perfomance.

However, there are still some confusion and controversy in identifying fuzzies from specifics. Let's take the examples from the text - understanding computers and know how to compare prices. The term 'understanding' is abstract, yes it sure is. But computers are dead objects. If you understand a computer, it has different meanings with understand a person. You can show how u understand a computer, by using it to perform tasks successfully and easily. But for a person, there is no specific performance could determine how deep or how far u understand him/her. Anyway, I do not think that the term 'understand' being used on dead objects like computers. is appropriate Imagine people start saying, "Yes, I understand my bed." or "I know my handphone." Don't they sound weird? Dead objects have no feelings nor emotions to be understood in the first place!

The latter example which I brought up, know how to compare prices. It is classified as a fuzzy by the author. But he mentioned that 'adding numbers' is NOT a fuzzy althought the performance might not be visible with the action of adding could not be seen. The performance involved might be writing out the correct answer after adding. Doesn't this apply similarly to comparing? Can't it be shown by writing down the compared evaluation, say higher or lower, increased or decresed etc.? I believe the word 'know' causes the confusion over here. But still, with it is being used along with 'compare', there is specific performance to identify it from fuzzies.

Just my thoughts after the reading. I might be wrong though, correct me then.

Learning Design

Many of the learners today are actively engaging in online learning or social networking like blogging or Facebook. Howevery most of them who do not have computing or programming background do not know exactly how the websites or blogs are created. Hence, our group has come out with a task to construct or create a website or blog site (not a blog) with the assumption that the learners have no knowledge about this task at all. Thus in the very beginning after the instructions given, learners have to do the readings and to understand what and how to do of this task. Of course with tutor's support of indicating the book chapters, learners read and try to understand the content. Tutor will guide them if there is any misperception or confusion. Resources for this step would be the text or reference books, internet resources which includes blogs and forums with relevant information as nowadays people like to discuss and post information straight from their blogs or forums. In addition there are many commercial or official blogs that have relevant information like the steps or procedures to create a website and also examples given. These different sources are used according to individual preference, needs, information relevancy and practicality as textbooks description might be too theoretical and thus internet resources with concrete and current examples may help better. While blogs and forums provide the platform for enquiries and feedback in real time which further ensure learners understanding.

After having a certain degree of understanding, learners start to create the homepage of the website. A particular software like dreamweaver is introduced and tutor will guide and direct them on navigating or exploring the software from how to download to applying it on the website creation. Meanwhile, learners can share their ideas of the website interface, content and navigation system on their personal blogs or public forums; or even interacting with tutor on online chat for more ideas and improvements. Tutor could comment through these mediums as well to enjoy or provide asynchronous interaction to guide the learners. Moreover, with the engagement of other websites and blogs, learners could get ideas of the website design from their own practical experience and apply the pros and cons on their website prototype.

After all of the ideas being finalised and created, the website created has to be tested. Tutor and peers will review on the website and comment or advise after they have tried on the website created. Then the learners will take these into consideration and refine the website if necessary. Once everything is finalised, the website will be launched and published as an official one to be graded by the tutor. This will be supported by the domain server.

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Actually I thought of this task to be very simple, too simple to be analysed for a learning design structuring. At this moment of typing the chart description, I have thought of something else to be added on. What is the content of the website, the purpose of it? Learners have to decide on this in the beginning as a guide for them to proceed and research for information to create a good interface and fruitful website. Besides to help them in their step of information sourcing and gathering, it helps in their decision on tools to use. For instance, if they are doing a big topic with large content included, the dreamweaver software might not be compatible for such complicated website. Also, if the content is more towards personal, it would not be appropriate to discuss on blogs and forums. Other than these, other physical factors like computer compatibility with the software and costs also need to be considered in choosing e-tools. Choosing e-tools is not as simply as it seems theoretically.

Conole, Dyke, Oliver and Seale's Mapping Pedagogy with Tools

Wow! Although related points have already been touched on in previous lectures, it still amazed me when I read in details what is it about.

I think this model of learning design has helped in clearing some of my doubts on previous thoughts, at least in some extent on the prioritising part.

Individual vs Social
Experience vs Information
Non-reflection vs Reflection

These three simple-words aspects differentiate different theories easily and thus will help to apply theories, learning design and tools on learners or educators in terms of the activities involved. It filtered out those activities or tools that are not desirable comparatively. But still the constraints and other factors that play into parts are restricting the mapping of tools. Should the learning design map the tools with the 'three' aspects in the model first or first consider the restrictions faced?

OMG I guess my confusion has caused these posts to be confusing as well.. I'm not sure what I am trying to say...

Perhaps should try to add on some other time...

Choosing e-Tools for Blended Activities

This topic looks simple and straightforward to me in the first glance on the words: "choosing e-tools for blended activities". Well after looked through the reading texts, it does not seem to be so.

I strongly agree with the authors on their first statement "For effective learning it is important that students are actively involved and are motivated by what they are asked to do." *nod nod* But, how to ensure this is exactly the situation? Although we could narrow down the different activities that learners involve - assimilative information handling, adaptive, communicative, productive and experiential/interactive activity - and corresponding tools, there are other factors come into play that restrict the process of investigation, information gathering, decision making and also the implementation. These include learners' preferences, institutions' support in terms of resources and rules; goals and objectives, learning contexts; constraints like time, cost and expertises and many more, I believe.

Just like what is mentioned, "There is no one perfect or universally applicable choice of tool." Since this is so, how are designers going to define which tool is the best, for most of the learners with so many factors playing around? How do they rank or even define the priority? This question is turned to be so much complicated and I believe there is no complete right answer for that?

I believe, before anything's being done, designers have to state an end goal or objective - what is to be achieved - to be as a guide for further analysis. Hmmm, what else? Collaboration with relevant institutions, educators, organisations perhaps? I guess the responsibilities involved are not just merely on designers.

Any other views?

A new side of E-learning

As I have mentioned in my very first blog, I do not blog. Upon 'request', as reflected in behaviourism, I have to do so and we are required to read each others' blogs and comment. Through this exercise and through the readings on others concepts including Mr. Low's, I have a new insight of E-learning. It is not just 'electronic', it is far more than it means which is infinite to describe. As a learner, I would not have thought of something I do or practice everyday are so theoretical and explainable with so much factors playing behind the scene. Well as you might know, Economics students like me would not have thought of such theoretical and abstract concepts. Really, I am so amazed by all the different thoughts which I did not think about. This blogging that worried me previously is now starting to be interesting! It's really E-learning, where we asynchronously and anonymously interact with each other through sharing our views. It really helps me think beyond the reading contexts.

Just like what Joanna has blogged, "Behaviourism, to me, is the fundamental of learning where we become aware of what are the basic 'right's and 'wrong's before we advance to higher learning." My views previously were quite negative as I think behavioursim is only a very tiny part in learning process nowadays and I never thought that we are actually being taught through this method although as mentioned the beliefs and assumptions are factored with social and environmental elements. And, I believe we are going to use this on our children, grandchildren in the future!

Van Quynh said "I now realize that although we actively choose to perform a certain kind of actions, we are still passive objects in the relation with the environment we are living in." So she means that an individual learner could be active and passive at the same. We think, but our thinking is basically shaped by social and environmental factors like family background, education, personality etc. Here once again proved that the theories are overlapping and mix-and-match with one another.

Corrine drawn an interesting diagram. But I do not really agree with it as I think the theory is more towards the educators on learners while your diagram is actually focusing on individual learners' point of view. Or maybe there could be different directions as well? Well because I am looking at educators point of view about how learners react and learn. Hence what I have in mind is that behaviourism is the smallest circle which is less recognised now, then cognitivism which provides higher freedom to learners and followed by socioculturalism which covers the whole system.

Really interesting! Hopefully I have more time to read more blogs!

Go go NM3204 peeps

Blogs read:
Tan Mei Xuan Joanna's
Liu Ling's
Phan Van Quynh's
Mira Miliani's
Yang Shanxiong Kenneth's
Chow Ee-lyn Corrine's
Eunice Tan Yin Loo's

Blogs commented:
Tan Mei Xuan Joanna's
Chow Ee-lyn Corrine's

Behaviourism, Cognitivism and Socioculturalism

*with some editing*

After I did the readings, I think that the three theories are somehow interrelated and linked. Also, they are three different stages of learning theory to me, from behaviourism, cognitivism to socioculturalism that encompasses the whole.

Firstly, i am quite amazed by the theory findings. But there are still some loopholes here and there, of course there are as theories are made out by people and we human beings are not perfect, as mentioned.

Let's start with behaviourism. I agree that we have assumptions and beliefs when we educate others. Yet these assumptions and beliefs should not be so narrow, merely on how the learners going to react; which is the human nature referred in the theory -humans are just like animal and react according to reinforcement. The theory has actually ignored many perspectives on human beings, be it the thoughts, the intelligence level, the social environmental factors or others. This stimulus-response method might be effective in some extent, but not for all! I would not comment on the human evolution, but, we are not totally alike with animals, not like pigeons as we react the same way to survive. We have options to survive, don't we? If I do not get what I want from you, I can get from others! We are more powerful than animals as we can counterattack, we can raise our suggestions, and mostly we can interact! We listen, we speak and we think! It's not like we turn our heads back when we face obstacles. I guess this is why it is said that this theory is somehow dead.

However, we can still actually find behaviourism in our lives. People are still using it consciously or unconsciously. For instance, learning in school. We study for exams, for the grades. IF we do not, then we fail and this is the punishments. If you do not follow what you suppose to, you'd have to account for it. Yet still, this is not something like the pigeons because once overdoing the punishments, our responses will probably change. and seek for alternatives that could give what we want. Hence even if we like to be praised and rewarded, a lot of times method with forcing fails especially in this century where children are so overly protected. To add on, if we are all forced to learn, we would not turly understand and acquired knowledge. The knowledge we learnt would only be it is a must to follow else there will be punishments. Taking the previous example, school assessments. Some people will think that 'oh I do not like studying, I'm being forced to do so because my parents want me to be like this'. Now, there are two behaviourism applying here, the school and the parents; but what is the actual force? See, this is more than just the individual. Socioculturalsim comes in to play! We all know that it is the society, the community we are situated in requires such people, educated people overtime and over-developments and thus we study. And you understand this, which makes you follow the 'rules'. If you really keen on not studying, there is no way to force you actually. This environment, society or community is like a system around us and knowledge is tool to connect us into it. We need it to help us set goals and live a life!

What about another case where individuals have their own innate capabilities and characteristics? These personalities could be born innate, or shaped over time environmentally and socially. Hence learning is not just one-to-one although physically it is. Social interaction, individuals' shaped attitude play as roles in the processes.

After a series of debates and critiques, I would not say that behaviourism is 'dead'. It is actually an important element in learning that is still applying in our lives consciously or not. Imagine there is no rules, no rewards in our society, what would happen?

The above has actually touched on the second theory - Cognitivism. Cognitivists add in more perspectives into behaviourism which it allows more possibilities. As mentioned previously, we human beings have the thinking processes even there are rules and reinforcements controlling us. So, as students we think what are we going to study, why are we studying and why are we having such grades etc. Furthermore, in a classroom, we develop our ideas and concepts to complete assignments. If there is only bahaviourism applying, then the process would be something like this: teacher gives out homework, and instruct us what to do - write this and that then hand up; you do it well you got a grade and if you do not you got a cane. Is this really happening? Even in the example of pigeons, they may actually go through the thinking process (which we may not have concrete evidence) like 'oh why am i here?', 'why I got a shock when there is this red light turned on?' etc.

Our behaviours are not shaped, but built through cognitive experiences. Being active on top of the givens helps us in better learning. Reinforcements should be as a support to cognitivism which it acts as motivations to move forward, not hands that push our backs. One of my tutorial mates mentioned about higher freedom of learning which I think it applies in cognitivism. When people start doing things volunteerly, they will learn and enjoy. And with more and more such people, I belive our society will turn out to be much more better in terms of social responsibility. (and others ^_^)

Now, with socioculturalism, learning processes are then considered in a more rounded shape. Systems, society, environment, devices and tools are necessarily taken into account in learning process. Because, we need to understand the individuals, the contexts or settings then only we know what teaching strategy we should use and with what technological supports. This all-in-one system is way above individual level. However, I would not say that socioculturalism can take over behavioursim and cognitivism. They are all essential and crucial in learning process.

As a whole, we need these three theories to come together mix-and-match to have an effective learning processes in this century. We can actually easily find them in our real life contexts. Learning is everwhere!

What is E-Learning?

Briefly by its words, the E stands for electronic. Thus, E-learning is networked, web-based and also computer-based pedagogy. I am wondering, if I am using a computer without network connectivity, is it considered E-Learning? If it's not, which is what I agree with, then I believe in this century, the term computer-based could not further support the definition of E-learning. My reason is, we could connect to the Internet other than using computers. We can access to IVLE for instance with our cellphones or PDAs. Of course, there are some shortcomings like some models might not have the access to download files etc. but still we can exchange information, access resources, interact with others and it's providing higher mobility. I would say it is system- or technology-based rather computer-based.

The very first Lecture

Hopefully this would not be too late to talk about it...
Hmm let me recall...

It was a shock to me when we were told to get a piece of mahjong paper and marker to do the assignment. 'What?!' Whispers around. I asked the lecturer directly, "Why are we wasting our lecture time to do the assignment which is not due urgently since we'll be doing the same thing off-lecture?" I remembered he replied that he's trying to have a different teaching method so that the lectures won't be boring. In addition, we may have the opportunities to improve our work before submission. I agreed with him on the spot which I thought, well it may true. But I think it did not work well in the end. We did not really do the work seriously during the lecture time, and back home we did not improve the work we have done earlier as we had the thought that 'oh, it's already done, we shall hand it in'. And the worse was, I heard complaints around. Yet, there might be other groups were happy and did well on this.

I guess I'm rather a 'traditional' kinda student. Of course everybody prefers interesting and lively lectures. But frankly speaking, to me, interesting and lively depend on how the lecturers lecture - the way they speak and bring up the main points and elaborations from the readings. I believe informal activities are more proper to be done during tutorials. I could not deny that I learnt from the exercise we did with the mahjong paper. But I would say, I'd learn the same thing even if I'm doing it off-lecturely. I guess we are all not used to the new method and thus are not accepting it. Perhaps, i guess overtime, we might find it useful! If it does not, well all we can do is read up ourselves, post up questions and pray hard hard that the lecturer and TAs would explain them well in their answers or even discuss in class.

All the best fellow peeps! and, All the best our respected lecturer and TAs =)

Blogging, don play play man!

AH! I'M LATE! Minutes ago only i realised I have to sign up a blog and post to be assessed for this NM3204! (>_<) Frankly speaking, I don't blog. I found others' blogs are interesting; i could type on MSN for whole day long but not on blogs...weird right? Maybe to a lot of people, especially young adults like us, it's strange not to blog. Hmmm actually i tried blogging once, years ago on Friendster when I was new there and what I did was just writing about what i did for the days! People found it lame and boring, *perhaps my life is nothing interesting, although i found it fruitful and happy =D; or perhaps, the happiness behind could not be described with keyboard and words (-_lll*

When I've known about I HAVE TO blog as part of the assessment for NM3204 - "Oh my god! I don't blog! And i have to be graded for this!" Oh sh*t, i think i really have to dig out at least some thoughts deep from my mind and start typing, on this blog...dahhhhh...

Anyway, if you are reading this and you are a blogger, would you mind telling me how do you find so much things to blog? I read some blogs before, alot are complaining about the people they met, how tiring they are after a long day blah blah blah...some very sentimental with quotes of 'meaningful line' (copyright issues leh kiekie...)...most of them are "not very positive"..This is similar to writing diaries, like i did YEARS ago, take away the security and privacy issue...hmm I prefer to blast out my complains and sorrows to my friends face-to-face. I believe this is why traditional conversations, or traditional media are stil in use although new media really enhances our learning and communications.

Besides, I'm not a patient person to sit down in front of the lappie screen reading or typing blogs, unless the blogs are full with photos *ding*...we all like fancy stuff aren't we? Updating Facebook account is already time-consuming, I really can't imagine I have to manage a blog in addition! Sorry if I offended the lecturer, TAs of this module, or even bloggers, I'm just worried I could not blog well, or worse, I might forget to blog!

Bless Ms G...Good luck -.-
hhhhhhhhhhhhhhhhhhhhhhhhhhHaHa