My Research
Please visit Github for more data or write to me if you need specific - https://github.com/iceLearn [email protected]
2iceLearn
Improving effectiveness in eLearning using HCI(Human Computer Interaction)
Mainly use - Design Based Research Methodology (DBR) and Human Computer Interactivity (HCI)
Education is transforming into a new era with the introduction of MOOC, Contemporary Pedagogues are rising the attention of students, It is not the same eLearning which we practiced, now more with Collaborative, Cooperative and Student Centered , with the Instructor facilitation is called a perfect learning.
Most eLearning practices are blindly using mostly for uploading and downloading contents such as video,audio, ppt,pdf, few use the forums, chats, quizzes.
This culture of eLearning should change, the world is demanding more from eLearning.
We need to sustain the interest of the learner while using eLearning for their educational purposes.To sustain the interest there should be more interactions or engagements involve in the eLearning.
I have been practicing MOOC for 2 consecutive years and still learning new things everyday. I understand the value of interaction, engagement.Being participated for MOOCs of Coursera,edX,Udasity,NovoEd,Iversity I realize the difference or the gap of engagement.
My research will be to discover every means to improve the effectiveness in eLearning. It will cover online education pedagogues and Human Computer Interaction (HCI) methods for eLearning.
It is my passion and I see the future, not only in universities but also Kindergarten to Grade 12 will be engaging eLearning as the world is getting more virtualized.
We must be prepared to handle the human needs by understanding our psychology to ensure learning goals have met or rather improved more than just as it was in face to face class.
So in summery- Find a solution to improve effectiveness in eLearning by introducing methods from HCI.
If you are interested more please visit my web page which contain everything with regard to 2iceLearn Research. - https://sites.google.com/site/2icelearn/
Some Valuable Resources I endorse -
Motivations, Engagement, and Student Voice - In their 2012 report, Eric Toshalis and Michael J. Nakkula summarize the literature and best practices for increasing student motivation and engagement by increasing students' participation in learning.
Self-Realization as the Moral Ideal Educator and social progressive - John Dewey wanted schools to engage children in meaningful learning and democratic participation so they would become thoughtful and valuable citizens, as seen in his 1893 essay Self-Realization as the Moral Ideal:
If I were asked to name the most needed of all reforms in the spirit of education, I should say: 'Cease conceiving of education as mere preparation for later life, and make of it the full meaning of the present life.' … An activity which does not have worth enough to be carried on for its own sake cannot be very effective as a preparation for something else. (p. 660)
If I were asked to name the most needed of all reforms in the spirit of education, I should say: 'Cease conceiving of education as mere preparation for later life, and make of it the full meaning of the present life.' … An activity which does not have worth enough to be carried on for its own sake cannot be very effective as a preparation for something else. (p. 660)
Teach Your Own - Educator and writer John Holt felt that schools artificially separated the act of learning from the act of living. This led him to become a proponent of homeschooling, as seen in his book Teach Your Own (1981).
I have used the words "homeschooling" to describe the process by which children grow and learn in the world without going, or going very much, to schools, because those words are familiar and quickly understood. But in one very important sense they are misleading. What is most important and valuable about the home as a base for children's growth into the world is not that it is a better school than the schools but that it isn't a school at all. It is not an artificial place, set up to make "learning" happen and in which nothing except "learning" ever happens. It is a natural, organic, central, fundamental human institution, one might easily and rightly say the foundation of all other institutions. We can imagine and indeed we have had human societies without schools, without factories, without libraries, museums, hospitals, roads, legislatures, courts, or any of the institutions which seem so indispensable and permanent a part of modern life. We might someday even choose, or be obliged, to live once again without some or all of these. But we cannot even imagine a society without homes, even if these should be no more than tents, or mud huts, or holes in the ground. What I am trying to say, in short, is that our chief educational problem is not to find a way to make homes more like schools. If anything, it is to make schools less like schools. (p. 346-347)
The Book of Learning and Forgetting - In his 1998 book, The Book of Learning and Forgetting, education professor Frank Smith argued that when learning is not enjoyable, it is a waste of effort, and that even the most well-intentioned teachers cannot force students to learn. He instead favored a natural approach to learning, unbounded by traditional structures:
Learning is: continual, effortless, inconspicuous, boundless, unpremeditated, independent of rewards and punishment, based on self-image, vicarious, never forgotten, inhibited by testing, a social activity, [and] growth (1998, p. 1-2).
I have used the words "homeschooling" to describe the process by which children grow and learn in the world without going, or going very much, to schools, because those words are familiar and quickly understood. But in one very important sense they are misleading. What is most important and valuable about the home as a base for children's growth into the world is not that it is a better school than the schools but that it isn't a school at all. It is not an artificial place, set up to make "learning" happen and in which nothing except "learning" ever happens. It is a natural, organic, central, fundamental human institution, one might easily and rightly say the foundation of all other institutions. We can imagine and indeed we have had human societies without schools, without factories, without libraries, museums, hospitals, roads, legislatures, courts, or any of the institutions which seem so indispensable and permanent a part of modern life. We might someday even choose, or be obliged, to live once again without some or all of these. But we cannot even imagine a society without homes, even if these should be no more than tents, or mud huts, or holes in the ground. What I am trying to say, in short, is that our chief educational problem is not to find a way to make homes more like schools. If anything, it is to make schools less like schools. (p. 346-347)
The Book of Learning and Forgetting - In his 1998 book, The Book of Learning and Forgetting, education professor Frank Smith argued that when learning is not enjoyable, it is a waste of effort, and that even the most well-intentioned teachers cannot force students to learn. He instead favored a natural approach to learning, unbounded by traditional structures:
Learning is: continual, effortless, inconspicuous, boundless, unpremeditated, independent of rewards and punishment, based on self-image, vicarious, never forgotten, inhibited by testing, a social activity, [and] growth (1998, p. 1-2).
Rob Lue - Faculty Director HarvardX -
- I think that an individual learner is first responsible for determining how they learn best, knowing that. And then, carving out a way that they can have their own approach to learning.
- People learn in different ways. So, I need some quiet time to read, to think about things, to observe others. I need that space.
- I always felt responsible for my learning. I always felt that as a student, the learning was mine. So when I think about what students are responsible for, I have to think of students as me.
- So I do think that in every learning experience, the learner has significant responsibility. In the sort of traditional model, a lot of the responsibility sat with the instructor.
- The instructor was the holder of the knowledge and you poured it into the empty vessel and that was it. What we've increasingly realized is that true learning-- a deep learning-- is very much tied to your own personal engagement with the process.
- I think guided, directed, learning is needed. Students need to know what it is that a teacher is trying to get them to learn. So there needs to be some guidance, there needs to be some lecture.
- But I think that individual engagement is important. I think it's important for a child to be curious and to learn how to follow directions.
- To learn how to get along with others. And then to read, and to learn all of those basic skills. As someone becomes older, I think that they have to learn responsibility.
- They have to learn about timelines, about project management, about organizational skills, about collaboration.
- And accept the fact that there's a body of knowledge that they need to acquire in order to be successful.
- I think the adults have a responsibility, obviously, to create the conditions for students to learn.
- So when we think about the kinds of learning experiences that we're building, we need to think about ones that allow for deep personal engagement. And in a way it's engagement that's inextricably coupled with agency.
