Meta-Evaluation of the Review

The review got sent in before, what I thought, was the deadline of 24:00.

I have subsequently read in The Little Blue Book that the true deadlines are the business close of the day.

Acclimatation takes all forms.

Different communities have their own language, definitions, rules, judgments, priorities etc and one must source as many of their artefacts as possible, remove ones own filters when assessing them, and spot the important, relevant nodes.

The Review itself…..

At this level of study, achievement goes beyond one's intelligence, how much one reads, one's analytical skills….. for true achievement one's entire life has to be run in HD form.

Organisation is fundamental.

I have lost so much time coming up with a plan to organise my learning objects – either on the computer, on my desk etc. I have still not found the ideal system,  have improved, but am still losing time repeating the same actions over and over. Searching for documents, downloading again because I can't find them,  not having citations so having to rewrite bibliography entries again and again (just heard of the product EndNotes – now just need to get it).

No tool is ideal when it comes to manipulating the objects. Writing notes on the papers has its definite advantages from where I am coming from, but those notes remain 1-D, can't be referenced, need to be remembered. Annotating on digital representations may be an improvement and I have only now incorporated that into my repertoire of learning activities.

One's learning is encapsulated by one's life. And for one's learning to be organised, so must one's life be.

If there is a lack of organisation in one's life – crisis will abound – and resources will have to be applied to deal with those rather than on the learning objectives.

I did not have time to complete the full collection and analysis because of all the time I had applied to my learning curve. It is not lost, it is just that my learning curve is not the object of assessment by my supervisors.

My assessment of me is that, although I have come along in leaps and bounds there are still fundamental processes I have not assimilated and I need to in order to achieve to the level I wish.

I need to find an efficient filing process for my articles.

I need to find an effective annotation tool.

I need to see if EndNotes is my answer to the time lost writing Bibliographies.

I need to adopt the language and gestures of the academic community of which I have become a part.

a Picture can paint 3000 words

Have nickoleon Jr blaring so not going anywhere fast tonight

I may be in denial but then I am 44 years old - so humour me. I let go the panic because what I have learnt going off on all my tangents and reading all those ideas can never be summarised in any % mark.

We are proposing changing assessment, yet we are still structuring our learning around it.

3000 words?????

I thought it was 1500!!!!!!!!!
5025 is jinxed for me.
The output of 5025 is jinxed - what I am learning I am loving.

Dede New Millienia

Notes on Dede Reviewed Neomillenia paper in educause 2005

"Rapid advances in information technology are reshaping the learning styles of many students in higher education. "  [Are the student's learning styles really changing and technology adapating to them or is technology forcing learner's into new styles]

Learner's changing learning styles is contested by other author's [Bennet paper]

Further in the paper he states "However, the growing prevalence of interfaces to virtual environments and augmented realities is beginning to fos- ter neomillennial learning styles"

Not to be facetious with words but to foster is to "encourage or promote the development of" The question is which is driving which?

are also assessing how immersive virtual environments influence participants’ learning styles

the world-to-the-desktop interface is not psychologically immersive,

This immersion in virtual environments and augmented reali- ties shapes participants’ learning styles

Rather than having core identities defined through a primarily local set of roles and relationships, people would express varied aspects of their multifaceted identities through alter- nate extended experiences in distrib- uted virtual environments and aug- mented realities.

Rheingold painted a largely positive picture of this “social revolution,” while articulating some concerns about privacy, quality of life, and loss of humanity.

Klopfer and I plan to initiate studies on how immersion in MUVEs comple- ments that in augmented realities and how each type of learning accommo- dates participants’ learning styles.

Communal learning [VS example of 3 kids using computer converted to one-on-one computer use and interacting via avatar vs Suagata Mitras kids 3 lines deep teaching each other] 

While the content of these games and activities often does not lead to knowledge useful in the real world, rich types of learning and identity formation do take place in these environments, fostering neomillennial learning styles based on characteristics of immersive mediated interaction.

[Take the positive but cannot ignore the stats of problematic usage]

Invoking such multi-tasking to get homework doen but not seeing how well the homework was done is anecdotal.

Virtual identity will be unfettered by physical attributes such as gender, race, or disabilities.

(authoring a simulation and a Web page to express understanding of an internship, for example, rather than authoring a paper that synthe- sizes expert opinions).

[why could the student not author a paper showing understanding – because it is a paper and not on the web? On the web they have also been shown to not show transfer – vs paper. Just cos in Virtual environment does not mean learning will occur]

These ideas are admittedly specula- tive rather than based on extensive evidence. The technologies discussed are emerging rather than mature, so their final form and their influences on users are not fully understood. However, anticipating the effects of shifts in stu- dents’ learning styles is important, and the ideas above may serve to begin a dialogue about implications.

As the nature of students alters, instructors must themselves experience mediated immersion and develop neo- millennial learning styles to continue effective teaching.