Week 9/10 - How does it differ from web 3.0?

Both the semantic web and web 3.0 are looking at ‘personalising’ the web so it allows for a more individual browsing experience in order to make information more accessible for the users through their preferences, as opposed to everyone experiencing the same hyperlinks (Web 2.0) through a process of integration. The World Wide Web has developed through web 1.0, web 2.0 and as I type, it is advancing to web 3.0. This identifies the constant developments of technology; some may say an inevitable change. Web 2.0 focuses on interaction where web 3.0 is taking this further. This is where it differs from semantic web because semantic web is a separate development. Is it fair to say that semantic web is enabled because of the internet, but isn’t a direct or ongoing advancement. We could link this to the notion of open architecture, there is something which is still being built outwards and upwards, but semantic web is like building something extra, like a conservatory- something that is added to make the house better and you could even say more accessible.

Week 9/10 - What is the 'Semantic Web'?

The semantic web is the notion that computer applications will ‘learn’ to accommodate users through “data integration, knowledge representation and analysis, cataloguing services, improving search algorithms and methods, social networks, etc.” (http://www.w3.org/2001/sw/SW-FAQ) In terms of hyperlinks (web 2.0) these won’t be apparent in that there will be more of an integration to make an easier way of using the internet and linking pages and site. Accessing information and using the internet will be more efficient for new technology users. Semantic web runs along with the developments of the internet as a separate part of the internet to increase and improve access of the internet for the next generation.

Week 9/10 - Tailoring education for cultural and preferences...

Is there a potential problem being stored up for people if 'education' is tailored to fit into their cultural and personal preferences?

It’s quite empowering to think that society now have the chance to mould education to fit around our own preferences through the developments of technology, an example of social-determinism.
However although this can be seen as a positive happening, when it comes to education, could it be seen as though computers are replacing the fact that students needed to be ‘stretched’ within their studies. Using new media is to me seen as a compromise of two separate elements and although arguably has a success rate, is it deferring away from traditional elements of education. By neglecting these traditional aspects of education I think is neglecting valuable skills which are attained through the interaction of students IRL situations therefore practical work is being missed out on. There needs to be a high amount of maintained motivation because “those with low motivation may fall behind.” (see link)

However, everything in society has its disadvantages. So going back to the ‘empowerment’ the internet gives us, it does give the majority of people (providing they have internet access) the chance to learn, as it works to diminish geographical issues. There are potential problems, but society is aware of these, and what doesn’t have potential threats?

http://www.newman.ac.uk/Students_Websites/~m.m.friel/dis.htm

Week 9/10 - What difference would this make to a digital divide - B

The internet has enabled for people to be connected all over the world which we’ve looked into the over the last few weeks of blogging, i.e. online learning, virtual communities, online relationships etc. yet when we look at Wenger’s Community of Practice, the digital divide disable from everyone being part of an online community if they have limited or no access at all. This is just as applicable to the factor of online learning from a global perspective. In the journal I looked at in the a) section of this question, by Newholm, T et al, they proposed 4 different types of community in terms of their ICT skills being taught in a community – Learning community, Excluded community, Individuated society, elsewhere concerned. These four types all differ in the amount of time and access they have to a learning community, and Brady would describe ‘elsewhere concerned’ as having bigger problems that getting connected to the internet. Therefore is this diminishing and dividing the digital divide further by neglecting those without access.
In terms of online communities too, as the number of internet users is increasing, Davies and Crabtree would argue the internet is becoming ‘more local’, (2004) and research has been undertaken to show that technology is also coming to communities as well as communities going global. Now although this shows globally how societies are able to advance, there is still nothing accommodating the digital divide. Communities of Practice are still not available to everyone globally because of access issues, and digital immigrants wouldn’t be able to teach digital natives through video games for the same reasons. An advantage of online communities is that they connect people with similar cultural views, interests in a wide range of factors globally, but the digital divide still restricts this notion is fulfilling its extent within online community.

http://www.swetswise.com/FullTextProxy/swproxy?url=http%3A%2F%2Fnms.sagepub.com%2Fcgi%2Freprint%2F10%2F3%2F413.pdf%3Fxdata%3D212219220116&ts=1237983344198&cs=4202479868&userName=5845157.ipdirect&emCondId=5845157&articleID=36937180&yevoID=2261717&titleID=144954&referer=1&remoteAddr=212.219.220.116&hostType=PRO

Week 9/10 - What difference would this make to a digital divide - A

a) To socioeconomically related access issues within a society?

With everything rapidly going online it has to be asked what will happen to the ‘digital divide’ and will it get wider. In terms of ‘lower income families’ not affording internet access, there are arguments to say that there are ways around this ‘divide’, Brady (2000) would say that “even lower income families could find a way to get wired if they viewed it as a high enough priority.” However, in counter argument this could be seen as a view from someone who does have new media access, and therefore takes it for granted possibly?

“Of those over 65 years of age, only 7% have ever accessed the internet. Of the poorest 10% of the United Kingdom's population, only 12% have ever accessed the internet.” (Wong) the validity of this quote may be questioned, (it was taken out of a different context – one regarding internet and health) but I think the percentages do highlights how the internet can be seen as marginalising parts of the digital divide.

However, could it still be said that these ‘marginalised’ divides don’t necessarily want to use the internet… as we’ve all looked into ‘digital immigrants’ it was found commonly that older generations didn’t want to access the internet, but with society being constantly directed towards using the internet as an internet alternative, will people be able to neglect the internet for much longer? Will they succumb to an online world and become adapted to technology, or will the digital divide become even more so divided?

Should techno-determinism take hold again and accommodate the internet minorities who are unable to access the internet as apposed to society determining technology for the majority?

http://www.swetswise.com/FullTextProxy/swproxy?url=http%3A%2F%2Fnms.sagepub.com%2Fcgi%2Freprint%2F10%2F2%2F295.pdf%3Fxdata 3D212219220116&ts=1237984389663&cs=693993184&userName=5845157.ipdirect&emCondId=5845157&articleID=36253616&yevoID=2224839&titleID=144954&referer=1&remoteAddr=212.219.220.116&hostType=PRO
http://www.bmj.com/cgi/content/full/328/7449/1200-b (Wong)

Week 9/10 - How might Wenger's notions on practice communities relate to Prensky's on education?

Both Wenger and Prensky notions relate to each other in the sense that both ideas are promoting online learning. They both also relate to the fact that there is a ‘teacher’ and then ‘students’, maybe more so Prensky but Wenger still maintains there is a hierarchy of knowledge to some extent. There is also the factor that within these two concepts where education is becoming more relatable to students because it’s trying to educate in a way that is enjoyable, therefore creating educational strategies to accommodate and relate to students in the most effective way.

However, is education supposed to link in with enjoyable social activities? Although online learning has many advantages, if merged with social activities will the difference between education and socialisation become fused and objectives clouded?

This may be clutching at straws, but could socio-determinism also be a factor that relates to both Prensky and Wenger’s notions? Socio-determinism allows for Communities of Practice to exist online as it isn’t determined by a higher company or organisation. Furthermore, the notion of digital natives and immigrants wouldn’t be as apparent if as a society, the younger generations weren’t shaping technologies in ways to accommodate themselves.

However, with Prensky’s notion in mind, how easy is it to teach ‘digital natives’ if the teachers aren’t up to date on what they are using to aid their teaching?

Week 9 - Experiences of a fictional technophile student in 2020

My fictional technophile student is Steve –

Steve wakes up reaches over to grab his ‘iEducation’ (this is completely made up, but I’m sure there will be some kind of device made my apple to educate society by 2020) as the lecture and seminar tasks have just come online for this week. It’s Monday morning, which means that there has to be a meeting Monday afternoon for students in their course modules with their tutors. University education has a government rule that students have to have some kind of interaction for 30 minutes every week with their tutor. Steve however has a ‘iEducation’ and can virtually hold these meeting through this application, because he’s a technophile. Steve can then spend the rest of the week completing the tasks and posting them through the internet to be marked.

This may seem like a far fetched account, but over the next ten years I think produserism and social determinism will shape technology in order for education to be completed in a different ways. It may not be as extreme but technophiles will have first hand technology and will rely on this to go about their everyday lives. The upgrade culture does not show any signs of slowing down and I think the factor of online learning and the convenience of it all will keep advancing within society.

Week 9 - Some daily frustrations of a neo-luddite at University.

My fictional neo-luddite is called Sophie …

After waiting around for 20 minutes on her own for a print out of her timetable, Sophie went off to her first seminar. Unlike everyone else, Sophie couldn’t access her timetable online because she didn’t know how to. As she walked through campus she heard groups of people laughing and joking about new photos and applications on Facebook, she didn’t have an account so didn’t know what they were talking about and couldn’t join in. Once in her seminar room, Sophie was relieved there weren’t any computers – at least she wouldn’t have to ask for constant help on how to log on etc. once the introduction to the module started, 50% was an essay, the other 50% was a group presentation. As she confessed to her new group that she wasn’t very computer literate, everyone was shocked to learn she didn’t have one at home. Moreover, when it came time to swap numbers and Facebook names, how embarrassing was it when Sophie had to explain she didn’t own a mobile. Therefore, the group decided to have a meeting the following Wednesday at 12….
Wednesday at 12 – Sophie waited for an hour but no one turned up. She had to wait until the next week’s seminar to find out that the two other people in her group couldn’t make the meeting due to certain situations.

This is only a brief look at certain situations a neo-luddite could face. It also highlights a few of the elements of university that we take for granted when having to access information etc.

Week 9 - Someone who threatens the notion of Digital Immigration...

A family friend of mine is 35 years old (Bill) – therefore Prensky would describe him as a ‘Digital Immigrant.’ I am 20 years old - therefore I would be described by Prensky as a ‘Digital Native.’ However Bill has more technological knowledge and capabilities than me. He also has a need for technology more than me, for example the minute the iPhone was available, he had one. That’s not to say I wouldn’t want one, but the ‘newest’ technology isn’t something I would say I keep religiously up to date with, unlike Bill.

Therefore, Prensky’s opposite notions have been swapped around in terms of defining Bill and I, and surely this isn’t just an odd example. When it comes to Prensky’s definitions, was he too specific? And also too prominent in expecting ‘digital natives’ to immediately be technology whizz’s? as I’ve previously mentioned in last week’s blogs, maybe it doesn’t matter what age you are in terms of being able to grasp technological concepts, but older generations will always be aware of the fact they are being influenced therefore will be more conscious to resist?

Week 9 - The Youngest Digital Immigrant

The youngest digital immigrant is my Auntie, who is 28 years old. I have a large family with a lot of younger cousins who are constantly nudging her to get up to date with technology, but unlike other trying to learn the ‘new technology language’ my auntie refuses to learn it and uses more traditional means of communicating, gaining information etc. She still does her banking in meat space, if she wants to book a holiday – she’ll go into a travel agent, her job doesn’t need a computer as she’s a hair-dresser. Recently she bought her first mobile phone, but only so she can contact her kids when she’s out and a about, or visa versa. She only knows how to make and receive calls though, and hasn’t got a clue how to text.

How long will she be able to keep using traditional methods to go about her daily life, will technology soon take over completely and stop her from doing so?

Week 9 - The Oldest Digital Native

The oldest digital native I know is one of my friends from home, who goes to another University. They solely depend upon the internet to go about their daily lives; they use text messages and Facebook to interact more than they do it real life and use their laptop to make notes within a lecture. I think that my friend would fit into Prensky’s definition because the internet is her main source of information; she neglects other forms of information orientated media unless she really has to.

Prensky’s definitions are solely based on age, which isn’t applicable to everyone. Although not classed as a digital native, my granddad who is nearly 80 can text on a mobile just as quick as I can, and also uses the internet a considerable amount. He would quite possibly use the internet before going for print based media to find something out because it is just as convenient for him to look on the internet, as it is for digital natives.

Week 9 - Should education stretch a person?

Education should stretch a person, in the sense that it fulfils their potential. The reasons for education (in my opinion) are to provide goals for students to work hard to reach and or excel within their areas of study. Education is all about challenging individuals to reach their educational potential and to be prepared for life once they have gained their qualifications. The question that I ask here is, can new media accomplish this criterion for education? I see that social-determinism is playing a large role here in shaping what technology offers us. Therefore, is new media allowing us to learn in a way accommodated to our wants, rather than ‘stretching’ us in a way that education needs. By referring back to Prensky’s notion on teaching Digital Natives through video games, isn’t this merging two different factors in society together, i.e. education and out of school activities. Shouldn’t there be a clear distinction between these two factors so that students can learn to easily recognise the difference? If they are merged together I think it could possibly diverge away from what is expected from students as they become less aware they are learning and more complacent with playing video games.

Week 8 - Harvard Style Academic Article Links.

Website 1 - Cheong, P (2008) “Investigating Internet use and Problem Solving behaviours of Young Adults in Singapore.” The Young and The Techless? Vol 10. http://www.swetswise.com/FullTextProxy/swproxy?url=http%3A%2F%2Fnms.sagepub.com%2Fcgi%2Freprint%2F10%2F5%2F771.pdf%3Fxdata%3D212219220116&ts=1236717425304&cs=3641694702&userName=5845157.ipdirect&emCondId=5845157&articleID=38393175&yevoID=2347498&titleID=144954&referer=1&remoteAddr=212.219.220.116&hostType=PRO [09/03/09]

Website 2 - Livingstone, S. Bovill, M (2000) “Young people, New Media.” http://www.mediacultureonline.de/fileadmin/bibliothek/livingstone_young_people/livingstone_young_people.pdf [09/03/09]

Website 3 - Ito, M (No Date) “Mobile communications: Re-negotiation of the Social Sphere.”
Mobile Phones, Japanese Youth, and the Re-Placement of Social Contact http://www.itofisher.com/mito/archives/mobileyouth.pdf [10/03/09]

Website 4 - Livingstone, S. (2003) “Children’s Use of the Internet: Reflections on the Emerging Research Agenda.” New Media and Society. Vol 5. Page 146 – 166. http://nms.sagepub.com/cgi/reprint/5/2/147 [10/03/09]

Website 5 - Anonymous (2008) “New Media Age” Page 10. http://proquest.umi.com/pqdweb?index=36&did=1488064121&SrchMode=1&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1236704336&clientId=57096 [10/03/09]

Week 8 - Abstract 5

Although a short article, this article gives researched statistics implying the growing disinterest of young people and the news. From this article the internet and mobiles could be seen as distracting young people away from using new technology to source information, and possibly with the large variety of social aspects etc on the internet, neglecting finding out world wide issues. However, television is still a top source of gaining news, but how long will this stay like this for?

Week 8 - Abstract 4

The article highlights the risks with the ever advancing internet, and how the advancements are playing a larger role in the lives of young children more than ever.
Studies show that in the U.K double the amount 7-16 year old use the internet compared to the populations of adults. (Wigley and Clarke 2000) Therefore the risks within the internet are expanding, and more likely to affect the young users of this new media. Thus, the article highlights factors of identity, communication, interaction and participation within the internet, and also the digital divide of the internet.

Week 8 - Abstract 3

This journal specifically looks at the impact of mobile phones in different areas of society, e.g. – “home, classroom, public spaces… space of peer connectivity enabled my mobile phones.” It has been high-lighted that there are a variety of cross-cultural likenesses when it comes to using mobile phones. With the author looking at Japanese culture specifically it demonstrates where the ‘Upgrade Culture’ rapidly exists within the world. With interviews with how the population of youth use their mobile phones, ‘even in lessons’ show how this type of technology has become a large important factor of youth’s everyday life and how they adapt this technology to meet their every day needs. There is also the element of connecting people in different places, therefore meeting the need of the geographically immobile, which enhances the convergence of different elements within technology to help advance society technologically.

Week 8 - Abstract 2

This journal looks at children and the effects of new media in general on young people and how the different media has different effects. It highlights how young people adapt themselves to the uses of the different types of media by taking each medium separately with occasional reference to digital divides among British families. By looking at the different types of media and effects enables the author to pinpoint different ‘characteristics’ that come from the new media, and how they effect different areas of social lives, enhancing the impact of new media on society.

Week 8 - Abstract 1

The author here is looking at the fact that “digital natives” like everyone else gain their technological understanding through practice, specifically to research done in Singapore with reference to the digital divide. The article’s finding questions the ideology of young people being so technologically advanced, without the influence of socio/demo/psycho-graphic influences. The article identifies that there may be secondary digital divides playing a role.

Week 8 - Websites used for Task 3

1 - http://feedraider.com/item/4288852/Connectivism-Blog/Digital-natives-and-immigrants-A-concept-beyond-its-best-before-date/

2 - http://technologysource.org/article/digital_natives_digital_immigrants/


3 - http://net.educause.edu/ir/library/pdf/EQM0627.pdf

4 - http://www.latrobe.edu.au/news/articles/2009/opinion/are-digital-natives-a-myth

5 - http://www.marcprensky.com/writing/Prensky-The_Emerging_Online_Life_of_the_Digital_Native-03.pdf

Week 8 - Task 1 - What is Digital Immigration?

Digital immigration is the notion that “previous generations” aren’t technologically able in the sense that they haven’t been brought up surrounded by new media, therefore new media hasn’t shaped their lives. Mark Prensky constructed this concept, and it’s conflicting notion ‘Digital Natives’, which refers to newer generations and the fact they have been surrounded by technology since they’ve been born. Therefore they are more likely to source information from the internet, in comparison to those of older generations who will source from books and print orientated media.

Prensky believes that Digital Immigrants are incapable of teaching Digital Natives as they are out of tune with technology, he believes that younger generations should be taught through interactive media, i.e. video games as they would be able to grasp and get more out of teaching through that media. However, I think that Prensky is over-emphasising how much technology actually effects young people in terms of media, students will be missing out on invaluable experiences through real life education because they are seen to be more capable then they actually are. Therefore, it has to be questioned whether video game learning is as effective as Prensky claims, as there have been criticisms. There is a difference in how older and younger generations use and interact with new technology; however they aren’t speaking a completely different language which Prensky is insinuating.

To question the concept of ‘Digital natives and Digital immigrants’ further, there has always been a difference between teachers and students, surely technology is just another element of this clash of statuses. Teachers don’t necessarily grasp the latest technologies that students bring in with them to school, but this is because they haven’t grown up with it all. Is it fair to compare ‘natives’ and ‘immigrants’ when they come from different social contexts? However, technology isn’t something that as a society we will go back on which society has to accept, just like the differences there will be between pupils and teachers.

http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
2001. MCB University Press. Vol 9.

Week 8 - Article Disagreement 4

The disagreements I have with this particular article are highlighted within the text, so I've decided to expand on them. The author here refers a great deal to the digital divide, however if there is evidence showing that the ‘digital divide’ is expanding, therefore in terms of teaching how do teachers propose to keep teaching through means of the internet if there are people being deprived of the media. This particular journal fails to answer this. The internet can't be as 'revolutionary' and playing apart in 'digital natives' lifes to the extent originally said because if it was wouldn't every one be able to have easy access to the internet?
It cannot be assumed that all children are being affected negative influences which defer away from traditional sources of education (online education). As argued within the article too, the research within the ‘risks’ of the internet tend to overlook children and focus on more frequent users of the internet i.e. older. Therefore is it fair to say they are affected to the extent being expressed? I’m not for one minute diminishing the stories of the risks of what is on the internet, but the media only express the risks, alike they do with other types of going on-s in society.

Week 8 - Article Disagreement 5

One of my major disagreements with this article is the fact that the statistics given are from an anonymous source. However, although the statistics given do mirror what is seen to be happening between new media and society, is it a reliable source? Is it too much of a “wide assumption” to link these statistics into what is basically a negative view on the effects of new media on young people. Could it be biased in using the statistics to manipulate the thoughts that are already existent on the stereotypes of young people and how new media isn’t necessarily a positive integral part of their lives.

Week 8 - Article Disagreement 3

This journal has a disadvantage because it although cross cultural effects are distinguishing it is still solely based on the Japanese culture. Therefore it is only specific to a culture that is renowned for fast moving technologies. There is also the fact that younger audience are going to be more inclined and more easily influenced by technology because it is part of a younger culture. Older generations are more aware of the fact that mobile phones are ‘new’ therefore may be less disposed to be influenced by the new media.

Week 8 - Article Disagreement 2

One disagreement I have with this journal I looked at is the extent to which the author believes that virtual interaction doesn’t ‘necessarily’ challenge face to face relationships. Whereas I think that there is a change where students will become more inclined to use online interaction compared to IRL because of the convenience of it all. As we have discussed in previous blogs, I maintain there is a large impact from online interaction which effects meat space communication. However, the journal is from 2000, which is nearly a decade ago; therefore the effects may not have been as apparent.

Week 8 - Article Disagreements 1

This article is an example of technologies advancing in societies. It states in this journal that ‘growth rates’ of internet advancements are stabilising. Therefore is this resulting in users of the internet advancing at a more stable rate in relation to this? Moreover, this study gives a satisfactory amount of evidence yet is only looking at Singapore and therefore isn’t representative of young people and technology as a whole. As mentioned in the same article, but as a counter point… Even though younger people are supposedly more able with technology they do still look up to elder people for help when they are stuck, i.e. in a teaching environment.

Week 8 - Website 5

The author acknowledges that there are Digital Natives and Digital Immigrants, but furthermore recognises that technologies are aiding both notions, but in different ways in which they can still maintain their status as ‘student’ and ‘teachers.’ This acknowledgment shows how technology advancements affect both in different ways. However, the counterpart still does imply that teachers are at a disadvantage, but is that just because we are more aware of being influenced? Therefore, because people are more aware of being affected, they are less likely to let it happen. Is technology having the same effect on trying to influence and shape us all as a society? Yet students have been surrounded by the advancements running parallel with their own.

Week 8 - Website 4

This article gives evidence that students aren’t as technology as it has previously been expressed. Therefore questioning whether Digital Natives are existent or not. As an up to date source there is a perspective which is of the most current within social issues. Although this article assumes Digital Natives don’t necessarily exist but how are students who are born now, who will be learning high education in 20 years in relation to technology? This is furthered by the quote “exaggerated, pop sociological accounts of student abilities to do little to enable young people to develop and practice these skills.”

Week 8 - Website 3

This article doesn’t look specifically into a counter argument for Digital Natives and Digital Immigrants but does highlight some elements within areas of new technology enabling users of the internet, including both teachers and students to just the internet more conveniently. The developments of society, and this article gives elements for “teacher to consider their possible used in the classroom.” One of these is being demonstrated now, i.e. blogs. Also, identified are elements such a produserage, i.e. Wiki’s “Web-publishing tools.” However, as discussed in previous weeks, there is the question of validity of these elements. There are also factors mentioned, “Voice over IP, Social bookmarking, and Social networking.” This is an example of social determinism as teachers are being using technological developments as aids. However are these sources as good as meat space alternatives? Could this article be trying to justify the internet as a means to educate?

Week 8 - Website 2

This article disagrees with distinguishing between Digital Natives and Digital immigrants as there needs to be reference to the developments of technology with the education system. The author would argue that society is “largely subjecting them to a mode of thinking (linear, certainty based) that is at odds with how they (students) experience life.” The article being discussed is up to date, but is only from one particular point of view. It doesn’t take into account the fact there needs to be preparation for students being educated, and aren’t we a great deal more dependent on technology these days, and wont we continue with being more so dependent on it? It has been argued that the internet allows for different things to be taught but isn’t it just the same material, in a different way which others are finding hard to grasp? Although the article can be criticised it does still allow for it to be used to see a counter part to Digital Immigration. It does enhance how out of education, students are more inclined to use new media as a social source, not just through education.

Week 8 - Website 1

Within this article the author questions the extent to which Digital Immigrants and Digital Natives can be distinguished, as well as the extent to which a generation actually changes. It has been assumed that generations with as little as 10 years between two people cause them to speak in a different ‘language’ so to speak. As long as students are being educated, doesn’t that allow for the same amount of education in any situation? “Thinking is engaged by activities, which can be fostered by computers or teachers.” As long as students are learning in the end, is their a major problem? One quote, “The technologies used to support such asynchronous communication are not flashy or fast-paced” demonstrates that societies developments aren’t as radical as initially portrayed. However, this article is from 2003, therefore a few years ago. Therefore, could how ‘radical’ the internet is seen have had more of an impact on society 6 years ago, and now we have become more used to the changes, and how technology has become revolutionised.

Week 7 - E learning example

I looked at the website http://www.elearnuk.co.uk/ where there are 21 different categories of subjects which can be learnt online. Although this may seem a ‘standard’ website to look at in reference to this weeks tasks and not as adventurous as it could be, I still think it highlights the basic points of online learning and the availability and flexibility for students. “The rapid growth of the Internet and the needs of a mobile society have made OLEs very attractive options to those seeking higher education.” (Journal – Collaboration Tools in Online Learning Environments: Jim Clark) For example with elearnuk.co.uk, you can enroll at any time during the year, therefore enhancing the added flexibility compared to restricted term times you have with meat space learning, which makes this development of technology accessible for people. However, referring back to previous weeks is this encouraging people to defer away real life situations and therefore missing out on communicational skills that could be gained from traditional methods of education because of the convenience the internet allows us to enhance. Although, in the journal that I found shows how e learning is trying to introduce more ‘collaborative tools’ such as “through discussion, group projects, group papers and the other methods discussed to create group bonds and make the students more central to their education should be continued.” (Clark Journal) Therefore, what is being demonstrated here is that although technology has developed, there still needs to be influences that mirror society to maintain its success as an option for a new media.

One last point… is online learning defeating the object of freedom on the internet? Although it is convenient there is a clear one way direction of information coming from a higher source which in effect takes away from Turkle’s idea of freedom. The student is not a ‘produser’ of the internet but they are just receiving the information that is being told to them to pass the course. Yet alike the communities e learning does allow for freedom in the sense that there is “the availability of the new technologies to all citizens in all nations” because now people are necessarily not being excluded from gaining education through “economic disadvantage, (mentioned in Zambia post) geographic isolation or physical impairment.”
Book - (E Learning: Concepts and Practice: Holmes and Gardiner: Page 132: 2006)

http://www.elearnuk.co.uk/ (Website)

http://www.aln.org/publications/magazine/v4n1/clark.asp (Journal)

Week 7 - Zambia

There are many different issues surrounding online education, for and against virtual learning. First I’m going to concentrate on ‘Zambia’ and an issue I found on the website (link below) in how e-learning is beneficial to the African culture. After a breakout of cholera earlier this year, schools in Zambia had to be closed. “The government found itself unprepared to provide alternative means of education to school children.” Therefore, this is offering e-learning as an alternative to an area like Zambia which is prone to outbreaks of diseases which consequently restricts some of the children’s education. The technological developments allow for Zambia to have options when it comes to teaching, whereas beforehand teaching and learning was jeopardised to some extent when outbreaks of disease etc occurred because of the poverty as such they didn’t have the developments for alternatives. The hegemony of the African culture is being developed parallel with the technological expansion to give the culture more options for certain elements via the new media of the internet. However, there are disadvantages of e-learning within this culture as highlighted in a book I found (Human resourse Management in South Africa: Warnich et al: page 519) because of factors such as access to computers and whether the culture is prepared as "not all trainees may be ready for e learning" and "not appropriate for all training content."

Generally speaking, with reference to the lecture there are other factors which can in some ways, discourage the use of e-learning in Africa. For example, as mentioned a couple of weeks back, the internet is dominated by the English accent. Therefore African users are at a disadvantage because of the lack of familiar content. Moreover there is the factor of “educational elitism” (lecture) where countries such as America and Australia have had greater experience and success within online learning. There is also the cost factor with online learning, which is an identification of capitalism expressed through the internet through businesses mainly in Britain, U.S.A and Australia, obviously which countries like Africa lack.



http://www.elearning-africa.com/newsportal/english/index.php

Week 7 - China

I can’t believe this type of education has been going on for over 40 years! “In I975, the enrolment rate in China's higher education was less than 2 per cent, whereas in ninety-two other developing countries the rate was over 4 per cent.” (Yuhui) This shows the success of distance learning as it has encouraged people to get a higher education. Is this a demonstration of ‘techno-determinism’? Although China does have Universities, therefore the convenience of technology has encouraged more of the population to get a higher education. Or is it social-determinism because after the Cultural Revolution society needed to create something to encourage society to take higher education?
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I understand I may be biased, but can degrees gained through teaching by “television and radio” have the same value as a degree gained by traditional methods. Although I know that China, as a country must be acceptant of this and maybe I have a Westernised view on the matter but would someone who had gained a degree through the TVR system get the same recognition for it if they were to apply for a job in Britain? My preconceptions of a degree personally would entail more than just online learning as I think the real-life interaction etc plays a role within the whole experience of gaining a degree. There are only a limited amount of courses available within China’s distance higher education system therefore there are only a limited array a skills being transferred into the Chinese population. In saying this, I do believe the popularity of online learning will continue to grow, and at some entails the opportunity to over-shadow ‘meat-space’ education.

http://www1.worldbank.org/disted/Technology/broadcast/tv-02.html