Title: Study Material - Digital Fundamentals
Course: Digital Fundamentals

Study Material for Module 1 developed by Elia  Elisante Lukwaro and Erasmus Rukantabula

Front Matter

Course Code: ODF 001

Course Name: Academic Digital Fluency

Module Number: 1

Module Name: Digital Fundametals

Module Description and Learning Objectives

Module Description

Digital literacies are those capabilities that are necessary for an individual living, learning and working in a digital society (JISC, 2014). The use of digital technologies has become integral to every aspect of daily routines, including teaching and learning processes and academic administration. Accordingly, academic staff need to be digitally literate to work competently in this rapidly growing area. This module aims to provide skills, knowledge, and understanding of how to work in your digital environment in an academic context, and to enhance your skills to efficiently, critically, creatively, and safely work with digital technologies in your daily academic routine.

The first topic reminds us of basic computer concepts and operations. We then move on to internet fundamentals, which covers recommended techniques of searching for information, and introduces useful web-based applications. The third topic concerns making good use of your virtual learning environment, using Moodle as an example. Then we explore the fundamentals of multimedia, with the aim of developing the necessary skills to create and introduce engaging resources for your students. In the final topic, you have the opportunity to practice editing digital media.

Module Aim

The use of digital technologies is becoming de facto in daily routines including teaching and learning processes and academic administration. The module aims to provide skills, knowledge and understanding of how to work in the digital environment within the academic context.  The learners will be instilled with the ability to efficiently, critically, creatively, and safely work with digital technologies in their daily academic routine.

Learning Objectives

Upon completing this module, you are expected to have developed skills and knowledge related to:

- using a range of basic and emerging digital technologies and devices in academic duties;
- digital editing and reviewing techniques for digital documents;
- making use of available internet functions and web applications, social networks, communication tools, and search engines to facilitate academic work;
- efficient usage of the features, functionality, potential, and benefits of a Virtual Learning Environment; and
- demonstrating an ability to use freely available digital multimedia applications in developing, processing, and presenting information

Schedule, Assessment, Evaluation & Accreditation

Module Topics, Teaching and Learning Media

Topic | Topic name | T & L MEDIA | Expected Schedule
1 | Basic Computer Concepts | videos, quizzes, assignment, practical’s | At least 6 hrs engagement over one week
2 | Digital Editing | Tools in digital editing and environments | At least 6 hrs engagement over one week
3 | Internet Fundamentals | Internet applications and security, Search engines, Social Networks, Internet as education resources. Connecting tools | At least 6 hrs engagement over one week
Break Week (Enables catch up and consolidation)
4 | Virtual Learning Environments. | Learning Management Systems and its Environment | At least 6 hrs engagement over one week
5 | Multimedia Fundamentals | Web page resources, Multimedia authoring tools, Animation practical | At least 6 hrs engagement over one week

Assessment Plan

Depending on the institution and its purpose in offering this module, Module 2 could be assessed using formative and summative forms as indicated below:

Formative assessment | Summative assessment
Level of learner interaction | Portfolio (formative 60%)
Self-Assessment | Final assignment (40%)
Quizzes |

Module Evaluation

A module evaluation should be conducted during and after each instance of running the course in order to effect improvement.

Certification / Accreditation

Completion of 80% of module activities contributes to an award / certificate and/or digital badge.

If this course is offered formally by the Open University of Tanzania, completion will result in module credit towards the Digital Fluency course.

Aknowledgements

This work is Module 1 of the Digital Fluency course created by IEMT staff and Faculty at OUT in collaboration with OER Africa.

In particular, appreciation is due to the:

Developers: Mr Elia Elisante Lukwaro (Tutorial Assistant and Instructional Designer, IEMT, OUT) and Mr. Erasmus Rukantabula (Computer Technologist, IEMT, OUT);

Reviewers:Dr. Edephonce Ngemera Nfuka,(Director, Institute of Educational and Management Technologies & Lecturer in Information Systems/Technology) and Ms. Chausiku Mwinyimbegu (Quality Assurance Officer and Editor, OUT Library);

Project Coordinator: Ms. Maria Augusti (Institute of Educational and Management Technologies, IEMT, OUT);

With support from:

Senior Management, Open University of Tanzania (OUT); and

Brenda Mallinson, OER Africa / Saide

Licensing

Except where otherwise noted, content in this module is licensed under a Creative Commons Attribution 4.0 International license.

Every effort has been made to adhere to the licenses of OERs incorporated in the module. Should there be any queries around individual licensing of module components, please contact the Director of Quality Assurance at OUT:  dqac@out.ac.tz

Citation: Open University of Tanzania (2015). Digital Fluency Course: Module 1 – Digital Fundamentals.

Topic 1: Basic Computer Concepts and Operations

Introduction

The aim of this unit is to enable an academician to grasp the concepts and operations of computers for his/her efficient utilization. It identifies and discusses the components of computer systems, how they are organized to perform specific tasks, variety of computers, emerging technologies and techniques in operating efficiently digital devices.  Computer components are divided into two major categories, specifically, hardware and software. Variety of computer devices are in use today by academician i.e. Desktop, Laptop, handheld and Tablet, and selection of the one to use depends on tasks to be accomplished.  These variety of computers are coming up with diversity technologies, hence make the interaction of computer base system to differ from one another. So this unit covers the in depth knowledge of computer technologies and hence enhance the individual with capability to utilize them efficiently in daily activities.

Objectives

Upon completion of this unit, you are expected to be able to;

- Describe range of digital devices i.e. computers and their usage in academic
- Identify the main functions of digital devices, specifically computer hardware
- Identify types of computers and their various forms
- Use the emerging technologies for the task in hand
- Demonstrate the uses of computer educational based programs
- Describe types of productivity programs and their use
- Manage files and folders

How to navigate through this digital resource:

When working through the Study Materials, you will find the Table of Contents on the left hand side of your screen.

You may use the Table of Contents to navigate by clicking on the title of a section
OR
You could move through the materials sequentially, by simply clicking on the right arrow on the right hand side of each page.

Note that the Activities are placed at the relevant points where they should best be undertaken. They will link directly through to the activity detail on the Module 1 home page.

1.1 Computer in Daily Activities

Computer in Daily Activities

Computer is a programmable electronic device that can store, process, and retrieve data.  Computer plays important roles in our daily life. It is hard to pass a single day without using a computer system.  Some of the daily activities involving computer are; top up mobiles, online application, searching academic documents, accessing academic resources, receiving and sending message, broadcasting news, publishing and reviewing examinations results, money withdrawing from bank ATMs and accessing other business and entertainment activities.  The skill to operate computer devices is crucial as computer is now a part and parcel of our life.

This unit focuses on type of computers that are at the level of personal or individual use. Several types of such computers are available; these are categorized according to the tasks performed, construction purposes and size. For example the computer for weather focusing and video editing need fast CPU and high quality displaying adapter. While in academic there are specifications needed to be considered, which involves the selection of operating system that support the application for all curricular needs for the completion of course. Tablet, smart phones and other handheld devices may not guarantee to support the all activities needed in learning and teaching processes.

There are four main types of such computers i.e. Desktop, Laptop, Handheld and Tablet (Fig.1)

Desktop | laptop | Handheld | Tablet
Fig1.Types of Computers. Source: (Google Images, 2014)

1.2 Computer Components

By recognising these components and their related functions, you will become familiar with the common structure of digital devices, and maximise your capability to use them. Meaningful Volunteer (2016) provides a lesson on parts of the computer within the Introduction to Computers course.

1.2.1 Hardware

Hardware refers to the physical parts (devices) of a computer system. Hardware can either be connected outside or within a computing device. Basically, computers and embedded devices perform five major operations: accepting data via input devices, processing data as required by user, storing data, providing output, and controlling all operations inside the computer. The computing devices that perform these operations are listed below.

  - Input devices: such as a mouse, keyboard, finger print, webcam, or scanner;
  - Output devices: a monitor, printer, or plotter;
  - Central Processing Unit (CPU): Motherboard; Memory (Random Access Memory-RAM); Interface cards, such as sound or video cards; and
  - Storage devices: hard drives, flash disks, and DVDs.

Keyboard (input device) | Monitor (output device) | Central Processing Unit | Motherboard
Memory (RAM) | Interface cards | Hard drive (Storage) | Web cam (Input device)
Scanner (input device) | Plotter (output device) | Video Card | CD/DVD & Pen drive (Storage)

Figure 1.2: Computers Devices: (Google Images, 2014).

1.2.2 Software

Software is a set of computer programs developed to perform a certain task. A program is a sequence of instructions written to instruct a computer to solve a particular problem. There are two major types of software: system software and application software.

System software refers to a set of programs that control the computer’s resources and their information-processing activities. It is more general than application software, and is usually independent of any specific type of application. System software programs support application software by directing the basic functions of the computer. For example, when you start your computer the initialisation program (a system program) prepares and readies all devices for processing (Turban et al, 2005). System software can be grouped into two major functional categories: system control programs and system support programs. System control programs manage the use of the hardware, software, and resources of a computer system. The most important of these programs is the operating system. The functions of operating systems are generally managed operations performed by monitoring functions, scheduling the input and output processes, CPU time allocation, memory location, and providing the interface between the user and the hardware by hiding the complexity of hardware. System support programs provide routine services to the other computer programs and users of a computer system. Examples of system support programs are system utility programs, libraries, performance monitors, and security monitors.

Application software enables users to perform specific functions. Application software includes proprietary application software and Open Source Software (OSS). Proprietary software is software developed commercially to serve a specific purpose for organisations or individuals. Examples of proprietary software applications are payroll software, student record management software, a productivity (office) suite, and income tax software. Examples of OSS are Open Office (productivity) and Moodle (learning management system). There are also applications that are free to use, although not OSS, so we often refer to FOSS – free or open source software. Examples of free (but not OSS) software are Dropbox and Twitter.

1.2.3 Graphical User Interface

The interaction between the user and their digital device is accomplished via the user interface. Most programs have a built-in Graphic User Interface (GUI) to enable the user to interact with the system visually. A GUI allows users to click and drag objects with a mouse, or touch a screen to select a program or option, instead of entering text in a command line.

The Graphical User Interface (GUI) is made up of four main elements, each denoting a style of interaction: Windows, Icons, Menus, and Pointer (sometimes referred to as WIMP), Figure 1.3.

Figure 1.3: WIMP STRUCTURES and Description: (Google Images, 2014).

1.3 Productivity Suite for Teaching and Learning

Productivity suites comprise basic useful software applications that can be used for work or personal purposes. There are both proprietary (Microsoft Office) and open systems (Open Office) available. Productivity suites provide a common user interface for their composite application programmes. Details on the applications making up an office suite follow below.

A word processor is an application that enables you to edit text in a document, and includes creating, displaying, saving, and printing documents. Being proficient in word-processing skills will equip you to use different programs on various types of digital devices. Meaningful Volunteer (2016) provides lessons on Introduction to Word Processing. Once you have mastered those basic skills, the organisation also offers lessons on Word Processing Part II, which provide guidance on creating, formatting, and managing documents.

Presentation applications are used to present information in the form of slides. Like other productivity programs, presentation software includes several tools that can be used to add a variety of features, including sound, animation, and pictures. Before starting to work in a presentation application, make sure you are familiar with the array of tools and spend time exploring their functions. Access this wiki space page to learn how to work with presentations. Most presentation software also contains features that can take your presentation to a highly professional level. Access this lesson here for more information on adding sounds, narration, and music to your slides.

A spreadsheet application can be viewed as an automated ledger book, which comprises columns and rows. It can be used instead of a pencil, paper, and a calculator. A spreadsheet is ideal for preparing a budget, forecasting sales data, performing mathematical calculations, managing accounts, comparing financial alternatives, and converting numerical data into charts and graphs. In education administration, spreadsheets are used to record data, calculate averages, produce graphs, and print students’ records. Clock here to learn how to effectively manage your students’ results. Activity 10 on the wiki spaces repository can also be useful to learn how to construct a mark sheet for keeping tracking of your students’ marks.

A publishing application enables users to design posters, cards, brochures, newspapers, and so on, that contain a combination of text and graphics. Many of these tools are similar to those found in a word processor. In a publisher, you can use text, tables, and graphics to create a professional piece of work. GCF (2016a) provides free-to-use tutorials on publishing, among other general office applications.

Database programs are used to store and manage data in a computer system. By using functions such as “query”, you can sort or search for information in a database. By using a form tool you can insert data, and by using a report tool you can retrieve information from a database. Database applications can be used to store an item’s details, and create and manage a goods inventory, which can assist you in tracking items in your business. In an educational context, a database can be used to manage student records.

1.4 Educational Programs and their Uses

Educational programs are built to support teaching and learning processes. There are thousands of educational software programs available, and the relevant ones should be selected for use in your particular context and environment. NCTE (2011) grouped these vast collections of educational software into two broad categories:

- Content-free software. This is flexible, as it provides teachers and students with the tools to create their own content. Examples are Paint Shop Pro (image editing), Inspiration (mind mapping), and Moodle (Learning Management System).
- Content-rich software. This is commercially produced educational software, where the content is pre-packaged and you are unlikely to be able to change it. An example is the set of PhET science animations from the University of Colorado (2016) that are freely available for reuse under a CC BY licence.

Educational platforms hosting content are known by various names: these include virtual learning management (VLE), course management system (CMS), learning content management system (LCMS), e-learning platform, and learning portal. They comprise components or features that enhance the teaching and learning process. EduTechWiki (2016) provides further information on the components of an LMS.

1.5 Basic File Handling Operations

The common operations performed in both files and folders are create, rename, copy, paste, edit, save and delete. Other operations are converting file from format to another and setting the password to enforce the security.  Sometimes you will want to compress or zip the folder in order to reduce the size or send as attachment through email.

You need to consider the following on saving the file;

- Locate the place you want to save your document. i.e. My document, My music and My picture.
- Assign the appropriate extension, most of documents are automatically set the extension according to the application you are using that is, Portable Document Format extension is .PDF, Word documents extension is .doc. Multimedia files extension is .wma, and Images extension is .gif and .jpg.
- When you want to open a document the operating system will pick the appropriate program associated with the file to display the content.

1.6 Technology Trends in Education

We have discussed the common digital device features (software and functionality). \different devices sometimes require a different version of an application.. In order to full utilize the capability of these devices in daily life especially in education, these devices are join together in form of family named ICT. UNESCO (2010) refer ICT as many technologies and it is encompassing electronic devices by data are gather, record store and can be disseminate to others.

Figure 1.4: ICT comprise many technologies for capturing, interpreting, storing and transmitting information

These technologies facilitate the teaching and learning process by making easier the creation, organizing and dissemination the course contents needed for education. The figure number 1.7 show the components that makes ICT. For any academician in this information age is advised to be aware and able to utilize these technologies otherwise will be left out.

Activity 1.1: Match the Word to the Description

Activity 1.1:  Match the Word to the Description

Aim: Ascertain your understanding of some basic computer concepts

Motivation: Develop the capability to understand digital terminology and use the right applications and devices for the academic task at hand

Please undertake Activity 1.1 by clicking this link.

Please note this activity is also available directly from the Module 1 home page.

Activity 1.2: Basic Computer Actions

Activity 1.2: Basic Computer Action

Aim: To enhance your use of computing applications

Motivation: To develop the capability to identify and use the right application and devices for the academic task at hand

Please undertake Activity 1.2 by clicking this link.

Please note this activity is also available directly from the Module 1 home page.

Activity 1.3: Technology Trends in Context

Aim: To establish the current trends in your teaching and learning environment.

Motivation: Explore a wider global trend analysis to place your institution in context

Please undertake Activity1.3 by clicking this link.

Please note this activity is also available directly from the Module 1 home page.

Summary

Basic computer concepts and operations are some of the fundamental components in this digital literacy module. Before engaging with this topic, you assessed your current skills and identified areas of focus. This topic lays a foundation to building knowledge and practical skills, by describing types of common software applications and computing devices.

In addition, you were guided towards annually compiled reports that explore trends, challenges, and developments in using technology in the higher education sector.

Review Questions

1. Identify and briefly describe software applications that are often used in academic tasks.
2. Briefly discuss the current global trends and challenges in using technology in higher education.

References

1. Anderson, J. (2010). ICT Transforming Education - A regional guide. UNESCO Bangkok. Retrieved on 9 March 2016 from http://unesdoc.unesco.org/images/0018/001892/189216e.pdf
2. Dix, A. (2016). Material from Authors of Human Computer Interaction. Retrieved from http://slideplayer.com/slide/7414702/
3. EduTechWiki (2016). Components of a Learning Management System. Retrieved from http://edutechwiki.unige.ch/en/Learning_management_system#Components_of_an_LMS
4. GCF. (2016a). Learn Free Computing Tutorials. Goodwill Community Foundation. Retrieved from https://www.gcflearnfree.org/publisher2010/
5. GCF. (2016b). Learn Free Computing Tutorials: File Basics. Goodwill Community Foundation. Retrieved from https://www.gcflearnfree.org/windowsbasics/working-with-files/1/
6. Houston Library. (2014). Digital Literacy Training Materials. Retrieved on 15 May 2014 from http://www.houstonlibrary.org/digital-literacy-training-material
7. Meaningful Volunteer. (2016). Computer Lesson Plans. Retrieved from http://www.meaningfulvolunteer.org/volunteer/lessonplans/computer/default.aspx
8. NMC (2016) Horizon Report Higher Education Edition. New Media Consortium. Retrieved from http://cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf
9. NCTE. (2011). Advice Sheets - Educational Software. National Centre for Technology in Education. Retrieved on 17 September 2014 from http://www.ncte.ie/documents/advicesheets/21SoftwareEducational(June07).pdf

Topic 2: Internet Fundamentals and Applications

Introduction

This topic introduces the individual to various internet-related technologies used daily for communication and research. You will be guided on how to use internet technologies and their applications in daily academic activities.

The internet is a global system of interconnected computer networks that links several billion devices worldwide. It is a network of networks that consists of millions of private, public, academic, business, and government networks, from local to global scope, which are linked by a broad array of electronic, wireless, and optical networking technologies. The internet carries an extensive range of information resources and services, such as the inter-linked hypertext documents and applications of the world wide web (www), the infrastructure to support email, and peer-to-peer networks for file-sharing and telephony. (Wikipedia, 2014)

Unlike online web services, which are centrally controlled, the internet is decentralised by design. Each internet-connected host computer is independent, but may be mirrored in different parts of the world. Its operators can choose which internet services to use, and which local services to make available to the global internet community. For individual access, it is usual to gain access through a commercial Internet Service Provider (ISP), be it via a mobile smartphone, tablet, laptop, or desktop (Webopeida, n.d.).

Objectives

At the end of this topic you should be able to

    - Describe internet technology;
    - Identify types of internet connections;
    - Search for reliable information on the web;
    - Describe features of social networks;
    - Identify and describe internet applications; and
    - Identify internet ethics and security issues.

2.1 Using the Internet

For a computer to access the internet, it needs to be connected via specific equipment and programs such as:

Access Devices: You can use any type of computing device, including laptops, tablets, and mobile smartphones to connect to the internet.

Specific Programs: You need a www browser (e.g. Google Chrome, Mozilla Firefox, or Internet Explorer) on your computing device to access the internet.

Internet Service Provider (ISP): An ISP is a company that gives you internet access for a fee. Many providers offer you a certain number of hours per day or month for a set fee, while other providers offer unlimited access to the internet for a set fee. Some ISPs provide access to information and services that are available only to their subscribers. Tigo and Vodacom are examples of such providers for smartphone users in Tanzania.

Internet access: This can be provided wirelessly or via fibre-optic cabling at universities and public institutions. Users usually must be authorised to use a wifi network, often by entering a password. However, increasingly, there is free and open wifi provided within public buildings, such as airports, and in inner city areas within well-connected countries.

Servers: These are where most of the information on the internet resides. Servers are specialised host computers that store information, share information with other servers, and make this information available to the general public, all using system software to facilitate the service.

2.2 Internet Applications

Internet applications hold great potential for education. They can be a platform for innovation in the education system, and make it more productive and efficient. In teaching and learning, the internet can be used to stimulate learners to learn actively and independently in a self-directed way and/or in collaboration with others (Googleusercontent, 2014).

Secondly, teaching/learning materials (syllabi, course outlines, lecture notes, seminars, and so on) can be provided for students online. Thirdly, this encourages the democratisation of education, that is, access to education for all. Every learner (able / disabled, adult / young, employed / unemployed) has access to education, anywhere (home, school, or offices), any time (24 hours/day and seven days/week). Of course, this depends on internet availability, and the quality and cost of connectivity.

For research, the internet provides wide opportunities for faster access to relevant and current literature, access to a wide range of survey instruments, online opportunities for collecting responses to surveys, simulations of ongoing research, and online statistical analysis.

2.2.1 Educational Resources on the Internet

The internet is a heterogeneous channel with vast resources. According to Monereo et al (2000), each of these resources has its own set of rules, but they relate to one another in several ways. Some of these are discussed below, and include communication services and content provision.

Electronic Mail (email): This is an instantaneous electronic message from a sender to recipient(s). It is the most-used application on the internet.  Another variant of email is the list serve, through which a subscriber receives and participates in a discussion group via email. Email is relevant for communication between teachers and students, peers (teacher-teacher, student-student), and with parents.

Newsgroups: This is another type of discussion group found on the internet. A newgroup is devoted to the discussion of a specific topic and operates like a bulletin board. Members post and read messages at the newsgroup site, rather than having messages sent to their mail boxes, as with list serves.

Chat Rooms and Instant Messaging: Chat allows users on the internet to communicate with each other by typing in real time, and the messages will appear on the users’ monitors. Chat rooms usually have a topical focus.

Content provision: Educational and informational content can be provided on websites of educational institutions and organisations, or within an institution’s learning management system. For example, see http://www.out.ac.tz and http://elms.out.ac.tz.

2.2.2 Search Strategies for Educational Resources on the Internet

Given the vast resources available on the internet and its decentralised nature, searching or surfing for information can be a frustrating task. Accessing relevant information is an important and essential skill when using of internet.

The internet itself offers several search tools and applications that can assist a user to look for a particular document or particular information on a given topic (Monereo et al, 2000).

Search Engines: These are systems that can search the web using software robots/programs, read the entire text of the sites on the web, index them based on occurrence of the key words for each site, and enter them in a database. Table 1 summarises some of the popular search engines.

Activity 4 below provides some guidance and practice in searching efficiently for useful resources using the Power Searching with Google course.

Table 1. Examples of Internet Search Engines

Name & website | Notes / description
Google https://www.google.com (includes other useful, related tools, such as Scholar, Images, Translate, Maps, Photos, and so on) | Rated Top Search and Research Tool on Top 100 Tools for Learning, with Google Scholar rated 3rd. (Jane Hart, 2016)
Bing https://www.bing.com (includes other useful, related tools, such as Images, Maps, and so on) | Owned by Microsoft.
Yahoo https://www.yahoo.com | Globally known for its Web portal, search engine, and related services.
Duck Duck Go https://duckduckgo.com | Emphasises getting information from the best sources, rather than the most sources.
Ask Eric https://eric.ed.gov/ | Known as one of the  question and answer sites responsible for answering billions of user questions over the last 20 years.
Dogpile https://www.dogpile.com | A  metasearch engine for information on the World Wide Web that fetches results from Google, Yahoo! and Yandex, and several other popular search engines, including those focusing on audio and video content.
Yandex https://www.yandex.com | Ranked as the fourth-largest search engine worldwide, based on information from Comscore.com.

Figure 2.1: Dogpile search engine interface

Source: Screenshot taken from Dogpile official website

The abundance and relevance of search results will depend on the approach used to search for information. Some important tips to note when searching for information using search engines:

- Using keywords is an effective way of searching information;
- Try to be specific with your searches;
- Make sure you spell the keywords correctly; and

Try more than one search engine. Different search engines may come up with different results, so it makes sense to use more than one until you find the information that suits your purpose.

2.3 Web 2.0 applications for Learning

Web 2.0 technologies can be used in learning institutions to improve knowledge sharing, collaboration, communication, and opportunities to access more information and knowledge. For example, you can use a wiki tool for developing shared content by several participants. A blog can be used for learners and teachers to share experiences. Tools such as social bookmarking or Facebook can be used to exchange information, photos, video, audio, and multimedia content.

Web 2.0 allows the sharing of and collaboration on information or content online. It represents the transition from static pages to dynamic pages with applications that allows user to create, share, and collaborate on online contents (O’Reilly, 2009). Examples of web 2.0 include social networking sites such as Facebook and Twitter; video sharing sites, such as YouTube; blogs; wikis; and more.

Figure 2.2: Data flows within personal social media landscape

Source: Helmond (2009) CC BY NC SA

2.3.1 Blogging

A blog is sometimes referred to as an online personal journal. It is a site designated for an individual to write about his/her daily experiences, and often aims to elicit thoughts or comments from readers. Blogs are also used by organisations to convey information in an informal and timely manner. The term is a shortened form of weblog. Authoring a blog, maintaining a blog, or adding content to an existing blog is referred to as blogging.

A blog is similar to an empty book: it is how we use the book that turns it into something. This book can be anything we want it to be, from a sketchbook, a diary, or a dictionary to a writing portfolio: it depends on the content that we put into this book. Individual articles on a blog are referred to as blog posts, posts, or entries, and the person who created the blog post is often called a blogger (Consortium, 2015).

Blogs offer the ability to archive content that is posted by date. The commenting feature of blogs allow for immediate feedback on a posting. Content that can be posted to a blog can be text, images, files, audio, and video. Publishing posts to an intranet or the internet can be done quickly and easily. (D’Souza, 2007)

Examples of web 2.0 blogging tools are Blogger and WordPress. For teaching and learning purposes, blogs:

- can be used for discussions: you can comment on the posted topic;
- allow you to search for and access relevant learning information;
- provide information on news or events; and
- can be used to reflect on your own ideas, experiences, and expertise on a given topic.

Please also take some time to look through the resource Keeping up-to-date using Blogs from OU UK (2016b).

2.3.2 Social Bookmarking

Social bookmarking is the way of storing your bookmarks (your favourite websites) to the web, but not on a web browser. You can easily share your social bookmarks online with others through tagging. Social bookmarks include description keywords called “tags”, which can be easily found by users of the social-bookmarking site when they search for the same keywords. Users can make their bookmarks public for others to find, or private, and share them only with certain people. You can add your bookmarks by registering on a social bookmarking site (Lomas, 2009).

Free-to-use social bookmarking applications include Diigo and Pinterest. You can keep track of several sites on a topic or theme, search for the most popular or recently added tags, and make connections with other users on just about any topic.

In teaching and learning, social bookmarking allows users to:

- form a group based on common interests, where you can share links;
- rate and review resources or information from other people;
- develop an online database of relevant materials;
- obtain information from other people’s tags on a similar concept; and
- create a group tag, through which you can share educational resources.

2.3.3 Wikis

A wiki is an application, typically a web application, which allows collaborative modification, extension, or deletion of its content and structure (Wikipedia, 2015a).

Wikis are similar to blogs in terms of structure and logic; however, this type of platform allows visitors to change the original posted material, unlike blogs, where only individual authors have the rights to edit, delete, and modify the contents. Wikis allow group collaboration and communication across the internet. Wiki pages have built-in web browser editing tools that allow you to edit and modify the web contents. Posted information can easily be seen by others, who can add their modifications or make corrections. The best-known example of a wiki is Wikipedia, which is a user-generated encyclopaedia of information. Wikis can:

- be used to share information on topics;
- allow collaboration with others;
- allow your information to be improved upon by others; and
- offer relevant and useful information.

Figure 2.3: Example of a wiki.

Screenshot taken from the Wikipedia website

2.3.4 RSS

RSS stands for Really Simple Syndication. RSS is XML-formatted text commonly used for distributing weblogs, news, or other content that is updated frequently. (Computer Hope, 2016). RSS can organise different web pages in one place, so you can receive updates of news and headlines without visiting each individual site. It provides the easiest way of following syndicated information to which you have subscribed. It gives user the flexibility of managing sites and receiving of information. You can receive sports headlines, politics, weather, business headlines, and any other of your favourite news or information on your computer in a simplified form.

There are a number of RSS feeds and other aggregator software that collect news from different sources and provides it to you via simple software. Two examples are Feed Reader (Windows) and Liferea (Linux). There are also RSS-enabled web-based feeds, for example, My Yahoo.

2.3.5 Social Networking

A social network is a web application that allows you to create a profile page and share web resources, such as photos, with other users with a common interest (Newrly et al, 2011). This video (1:34 minutes) (Common Craft, 2016) introduces you to the basics of social networking and its applications in the real world.

Social networking allows users to upload photos, music, and video to their social networking profile. It allows users with the same interests to become connected. Users can share their information in public for others to find and see. Social networking sites also allow you to control who you share your information with, or who may view it. On some social-networking sites you can set your profile to private and limit your information to a private network. Social networking contains a range of tools that offers different functions, among them Facebook and Twitter, and:

- allows you to create connections, both professionally and personally;
- allows you to form or participate in a shared community with a common educational interest;
- allows communication with your colleagues. You can discuss and exchange ideas, and support each other on topics of interest; and
- can be used by institutions to provide information, for example, announcing offers and services.

2.3.6 Google Drive in learning

Google Forms, as well as Google Docs, Sheets, and Slides, provide access to a free, web-based word processor, a spreadsheet program, and a presentation program, respectively. They are all part of an office-type suite offered by Google, within its Google Drive service. This suite of programs allows users to store, create and edit documents online, while collaborating with other users live. Google provides this service free for its users, and it has been adopted for use as a learning tool. Using Google Forms, teachers or student can very easily, and without the need for any advanced technology knowledge, create and analyse all kinds of online survey forms, from contact forms to quizzes and polls. (Educatorstechnology, 2015)

2.4 Internet Ethics and Security

In computer security, a threat is a possible danger that might exploit a vulnerability to breach security and thus cause possible harm. A threat can be either “intentional” (that is intelligent, for example, an individual hacker or a criminal organisation) or “accidental” (for example, the possibility of a computer malfunctioning, or the possibility of a natural disaster, such as an earthquake, a fire, or a tornado) or otherwise a circumstance, capability, action, or event. (Matwyshyn et al, 2010). Password protection is an essential way to ensure security of your information. That is, it is good practice to change your password regularly, and never share it with any other person under an circumtances. For example, using a combination of letters, numbers, and special characters, improves the strength of a password. See more on Computer Security from the Houston Library (2014), and then take the Computer Security Quiz.

Ethical rules for computer users: Some of the rules that individuals should follow while using a computer are listed below: (Infosecawareness, 2015) (Wikipedia, 2015b)

- Do not use computers to harm other users.
- Do not use computers to steal others’ information.
- Do not access files without the permission of the owner.
- Do not copy or use copyrighted software without the author’s permission.
- Always respect copyright laws and policies.
- Respect the privacy of others, just as you would expect the same from others.
- Do not use other users’ computer resources without their permission.
- Lay a complaint about illegal communication and activities, should they occur, to Internet Service Providers and local law enforcement authorities.
- Users are responsible for safeguarding their user ID and passwords. The password should not be obvious (for example, date of birth), and it should preferably not be written down in a location close to where your device is used.
- Users should not use computers to retrieve or modify the information of others, which may include password information, files, and so on.

You can find out more about internet ethics and security in Digital Fluency Module 4: Academic Integrity in a Digital Age.

Activity 2.1 Online Searching Course: Power Searching with Google

Aim: To assist in efficient searching and locating resources on the web

Motivation: Improve your searching skills for teaching, learning, and research.

Please undertake Activity 2.1 by clicking this link.

Please note this activity is also available directly from the Module 1 home page.

Activity 2.2 Practice efficient searching

Aim: To assist in efficiently locating resources to be used in your academic activities

Motivation: To use your new skills in power searching (Activity 4) to find a scholarly article on a specific theme.

Please undertake Activity 2.2 by clicking this link

Please note this activity is also available directly from the Module 1 home page

Activity 2.3 Using Google Forms

Activity 2.3 Using Google Forms

Aim: To experience a Web 2.0 tool by using Google Forms.

Motivation: Learn how to use a useful Web 2.0 tool as a participant

Please undertake  Activity 2.3 by clicking this link.

Please note this activity is also available directly from the Module 1 home page.

Summary

In this topic, we have looked at the fundamentals of internet tools, how they can be used on daily basis for research, the impact of social networks, and some guidelines for ethical behaviour and security awareness online. We have seen how email can be used for electronic messaging via the internet with people globally and how to use the internet for communicating for research purposes.

We have also discussed the ways a user can join discussion groups, newsgroups, or chat rooms on the internet to meet people with similar interests. In addition, we have addressed how web 2.0 technologies can be used in education, and, furthermore, the way computers can be used to access the internet using specific equipment and programs to get connected

.

Review Questions

1. Outline the importance of using the internet, along with its disadvantages in an academic setting.
2. What is the effect of social networks and the internet in teaching and learning?
3. List at least three actions you can take to protect your information and computing device against threats.

References

1. Common Craft. (2016). Social Networking Video. Retrieved from https://www.commoncraft.com/video/social-networking
2. Computer Hope. (2016). Computer terms, dictionary, and glossary. Retrieved from https://www.computerhope.com/jargon/r/rss.htm
3. D’Souza, Q. (2007). Web 2.0 ideas for educators. A Guide to RSS and More. Retrieved from  http://cent.uji.es/wiki/_media/seminari:100ideasweb2educators_es.pdf
4. Educational Technology and Mobile Learning. (2015). Google Forms for Teachers: a Must-Read Guide. Retrieved from http://www.educatorstechnology.com/2013/08/google-forms-for-teachers-must-read.html
5. GCF (2016c). Learn Free Tutorial: Internet Basics. Goodwill Community Foundation. Retrieved from https://www.gcflearnfree.org/internetbasics/
6. Griffiths, R. T. (2002). Chapter three: History of electronic mail. History of the Internet, Internet for Historians (and just about everyone else), 11. Retrieved on 30 September 2014 from http://www.let.leidenuniv.nl/history/ivh/chap3.htm
7. Helmond, A. (2009). Lifetracing for Identity 2.0. Networked Book. Retrieved from http://helmond.networkedbook.org/lifetracing-4-identity-20/
8. Houston Library. (2014). Digital Literacy Training Materials. Retrieved on 15 May 2014 from http://www.houstonlibrary.org/digital-literacy-training-material
9. InfoSecAwareness. (2015). Internet Ethics and Rules. Infosecawareness. Retrieved from http://infosecawareness.in/internet-ethics-and-rulesfamily
10. Lomas, C. (2005). 7 Things you should know about Social Bookmarking. EDUCAUSE Learning Initiative. Retrieved from https://net.educause.edu/ir/library/pdf/ELI7001.pdf
11. Matwyshyn, A.M., Cui, A., Keromytis, A. D., & Stolfo, S. J. (2010). Ethics in security vulnerability research. IEEE Security & Privacy, 8(2). Retrieved from https://www.researchgate.net/profile/Salvatore_Stolfo/publication/260635340_Ethics_in_Security_Vulnerability_Research/links/0fcfd50ca581bd0415000000.pdf
12. Mediacollege. (2014). How the Internet Works. Retrieved from http://www.mediacollege.com/internet/intro/thewww2.html
13. Monereo, C, Fuentes, M., & Sanchez, S. (2000). Internet search and navigation strategies used by experts and beginners. Interactive educational multimedia: IEM, (1), 24-34.). Retrieved from http://www.raco.cat/index.php/IEM/article/viewFile/204048/272580
14. Newrly, P., Pede, S., De Gruyter, J., Op de Beeck, I., & Timmermans, M. (2011). SVEA Web 2.0 guidelines. How to integrate Social Media in your Training Institution and Practice. Retrieved from  https://lirias.kuleuven.be/bitstream/123456789/400328/2/Web_2_0_Guideline_FINAL_web_version.pdf
15. O’Reilly, T. (2009). What is web 2.0. O’Reilly Media, Inc. Retrieved from http://mediaedu.typepad.com/info_society/files/web2.pdf
16. OU UK. (2016b). Keeping up-to-date with Blogs. Library Services, Open University. Retrieved from http://www.open.ac.uk/libraryservices/beingdigital/objects/109/index.htm
17. Singhal, M. (1997). The Internet and foreign language education: Benefits and challenges. The internet TESL journal, 3(6), 107. Retrieved from http://iteslj.org/Articles/Singhal-Internet
18. Webopeida. (2016). Term: Internet. Retrieved from http://www.webopedia.com/TERM/I/Internet.html
19. Wikipedia. (2014).  Internet. Retrieved from: http://en.wikipedia.org/wiki/Internet
20. Wikipedia. (2015a). Wiki. Retrieved from http://en.wikipedia.org/wiki/Wiki
21. Wikipedia. (2015b). Ten Commandments of Computer Ethics. Retrieved from http://en.wikipedia.org/wiki/Ten_Commandments_of_Computer_Ethics

Topic 3: Virtual Learning Environments

Introduction

Following the emergence of the internet in the early 1990s, many new tools and products have been developed to exploit its benefits fully. Since the mid-1990s, education community software products called Virtual Learning Environments (VLEs) or Learning Management Systems (LMS) have been developed, with the aim of supporting learning and teaching activities across the internet (Ramsden, 2014).

Commercial VLEs currently used in education include Blackboard (proprietary) and Moodle and SAKAI (both open source). Most of these systems are intended not simply to reproduce the classroom environment online, but to use the technology to provide learners with tools to facilitate their learning (O’Leary, 2002). These systems aim to accommodate a wider range of learning styles and goals, to encourage collaborative and resource-based learning, and to allow greater sharing and re-use of resources.

Objectives

At the end of this topic, you should be able to:

- Identify and describe common features of Virtual Learning Environments;
- Identify social features in Virtual Learning Environments; and
- Use a Virtual Learning Environment for teaching and learning.

3.1 Basics of Virtual Learning Environment

Virtual Learning Environments (VLEs) can be explained as a type of information system that synthesises the functionality of computer-mediated communications software (email, bulletin boards, newsgroups), providing course materials to students via the web, and active learning.

These systems can also be called Learning Management System (LMS); Course Management System (CMS); Learning Content Management System (LCMS); Managed Learning Environment (MLE); Learning Support System (LSS); Learning Platforms (LP); and Digital Learning Environments (DLE).

A VLE includes assessment, student tracking, resource provision, links to outside resources, and collaboration and communication tools. They can be accessed both on and off campus, meaning that they can support students’ learning outside the lecture hall, 24 hours a day, seven days a week. This enables institutions to teach not only traditional full-time students, but also those who cannot regularly visit the campus due to geographic or time restrictions, for example, those on distance learning courses, taking evening classes, or workers studying part-time. In general, VLE users are assigned either a teacher ID or a student ID. The teacher sees what a student sees, but the teacher has additional user rights to create or modify curriculum content and track student performance.

3.1.1 Advantages and disadvantages of using Virtual Learning Environments

As with any other technology used in teaching and learning, VLEs act as hosts, and have no intrinsic educational value in themselves, other than providing enabling functionality. The way in which online courses and online activities are designed and delivered can add value and increase effectiveness. Table 3 shows some common perceived advantages and disadvantages of using Virtual Learning Environments.

Table 3.1. Advantages and Disadvantages of using a VLE.

Advantages | Disadvantages
Easy online delivery of materials. | Can become a “dumping ground” for materials not designed to be delivered online.
Easy to use for both students and lecturers. | Copyright and IPR of materials need to be considered.
Widens student access on and off campus to learning materials and resources. | Off campus access to hardware and networks can be problematic for both students and educators and raises issues of equality. Disability legislation and accessibility to online materials also need to be considered.
Offers flexible support for educators who do not need to be in a fixed time or place to support and communicate with students. | Need to plan online support carefully to avoid overload.
Has the potential for new ways of learning and teaching, such as active and independent learning, which make use of online communication, online assessment and collaborative learning. | Such independent learning still needs to be guided and supported. Appropriate training and ongoing support is still needed for both students and educators.

Source: O’Leary & Ramsden (2002)

3.1.2 Comparison with traditional classrooms

Virtual classrooms or remote instructor training delivery is one of the fastest growing training modalities for education. Table 4 provides comparative information for traditional and virtual classrooms.

Table 3.2. Comparison with traditional classrooms.

Traditional classroom | Virtual classroom
Schedule is fixed and pre-decided. Students and teachers have little say in this decision. | Schedule can be flexible, according to the needs of both teacher and students.
Class duration is fixed and usually not extendable, as the next class waits to use the classroom. | Class duration is easily extendable, instructor and student time permitting.
While extra classes can be scheduled, they’re often impractical and usually result in low attendance. | Schedule extra classes at a convenient time and study from the luxury of home.
Students can be a homogenous group, sharing overlapping social circles and customs. | Students can be a heterogeneous group, even global, with a variety of non-intersecting (and perhaps conflicting) social circles and customs.
Students typically fall within a similar age, profession, or academic background. | Student composition may vary greatly in age, profession, and academic background.
Classes are typically teacher-driven and teacher-centric. | Classes can be technology-driven and learner-centric, with the teacher as a facilitator. Teachers have better teaching tools to effectively engage learners. Virtual classrooms allow students more freedom to create, experiment, explore, and steer the class.
Traditional teaching tools are used, such as lecture notes, charts, blackboard writing, showing physical models, laboratory experiments, and so on. | Modern teaching tools are used, such as multimedia, animation, 3D modelling, and so on.
Learning environment can be dull, and fun in class is kept to a minimum to avoid disciplinary issues. | Learning environment can be stimulating and fun. Moderation tools allow the teacher to easily control the class, just in case things get out of hand!
Teacher and students collaborate in the physical classroom. | Teachers and students collaborate online via audio, video, and text chat.
It’s hard to address the needs of different levels of learners in a single class.  If there aren’t additional resources available for particular groups, such as slower or gifted students, they often have to make do with a one-size-fits-all average class. | It’s easier to work with different learner types. Divide a single virtual classroom into breakout sessions, and let students of different levels work at their own pace, while the teacher moderates and facilitates.
Usually one teacher per class. Difficult to bring in guest speakers due to physical and travel constraints | Easier to involve multiple teachers, and to bring in guest speakers from anywhere in the world
Class is held, and if you forget to note something down or can’t attend, you’ve missed it. | Classes are recorded, including audio, video, and even the presentation screen. Students can review the instructor’s exact explanation and methods, and administrators can review both the instructor’s and students’ performance.
Setting up classroom infrastructure is expensive. | A computer, a basic internet connection, a headphone, and a web camera (optional) are less expensive.
Buses, cars, and other travel methods have to be used to get students to and from school. | No travel costs. Teach and learn from anywhere.

Source: Jobanputra (2015)

3.2 Effective usage of Virtual Learning Environment

Virtual learning environment users are divided into two main classes: students and tutors/facilitators. While facilitators have a similar view of the system to students, they will usually have additional tools and privileges that allow them to add materials, create conferences, and track student progress (Ramsden, 2014).

Table 3.3 highlights how a VLE can be an important enabler of student-facilitator communication when implemented and used effectively in learning.

Table 3.3. The importance of implementing VLE systems in learning

Encourage student-staff contact | A VLE can help contact between tutors and their students through its communication tools. Students can post messages at a time and place convenient to them. Tutors can set up a question and answer area on the discussion board (in some VLEs this could be anonymous), which tutors read and respond to on a regular basis.
Encourage co-operation among students | The discussion tools can be used to encourage student co-operation in small or large groups, face-to-face, or online. Areas can also be created in a VLE for students to share work. For example, groups of students can have a private area where they develop their group presentation. They may choose to work together face-to-face and then load their work onto the VLE for others, including the tutor, to review.
Encourage active learning | Through careful course design, focusing on student activities, you can encourage active learning. Before loading materials into the VLE, think about what you want the students to do and how these activities will help fulfil the learning outcomes. For example, if you want them to review a poem from World War 1, you would divide the class into groups and ask them to review the poem from different perspectives: from the reader’s, the poet’s, and the narrator’s. These discussions could all be housed in the VLE, with groups commenting on each other’s work.
Give prompt feedback | The assessment tools, including quizzes and the assessment DropBox, assist timely feedback. Quizzes can provide a wealth of feedback for students. Not only can students be immediately informed if their answers are correct, but quizzes can provide pointers to further study, hints and tips, and links to additional readings.
Use time for task | By using a VLE to link to library resources and online resources, students can spend time working through activities that you have developed, rather than searching through shelves and surfing the web. This means they focus on the task, rather than on sourcing the materials for the task.
Communicate high expectations | As the tutor, you can use a VLE to show what you expect of your students. With agreement from past students, you can use examples of their work to show the level of work that you expect and why.

Source: JISC (2013)

Britain and Liber (n.d.) list the features and functionality of a VLE system as generally including a Noticeboard, Course Outline, Email, Conferencing Tools, Class List & Student Homepages, Metadata, Assignments, Assessments, Synchronous Collaboration Tools, Multimedia Resources, File Upload Area, Calendar, Search Tools, Bookmarking, and a Navigation Model. While these features are generally components of current architecture of VLEs, this may change in the future as the systems evolve.

3.3 Example of a Virtual Learning Environment

MOODLE, which is an acronym for Modular Object-Oriented DynamicLearning Environment, is example of an open-source Learning Management System that has gained traction at educational institutions as a learning platform for course development and management.

It is a free and open-source software system designed to provide educators, administrators, and learners with a single robust, secure, and integrated system to create personalised learning environments. It has customisable management features, and is used to create private websites with online courses for educators and trainers to achieve their learning goals.

The Open University of Tanzania (www.out.ac.tz) is an example of an institution that has adopted and customised Moodle as one of the major tools in providing online courses to its students. To learn more about tools and features available in the Moodle virtual learning platform click on this link: https://docs.moodle.org/31/en/Features.

Even though using a Learning Management System may be deemed desirable in the education sector, there are still several challenges to successful implementation. These may include reliable internet bandwidth availability, blended / online mode of provision, access to and availability of the LMS, availability of trained e-learning experts, and IT staff with expertise in maintaining and updating the LMS server.

Activity 3.1: Power Searching with Google

Aim: To use one of the power search with google course on activity 3.3  to find a scholarly article on a specific theme.

Motivation: To assist in efficiently locating resources to be used in our academic activities.

Please undertake Activity 3.1 by clicking this link

Please note this activity is also available directly from Module 1 home page

Activity 3.2: Search Engine application

Aim: To take a power searching with google course that will support in learning and research.

Motivation: To assist in  locating and learning different techniques for searching and research over the internet.

Please undertake Activity 3.2 by clicking this link.

Please note this activity is also available directly under Module 1 home page.

Activity 3.3: Usage of Google forms

Aim: To learn on technologies that can be used on web 2.0 technology and social networking by using google forms.

Motivation: To assist in efficiently learning new skills used by web 2.0 that will emphasize its importance for learning and internet usage.

Please undertake Activity 3.3 by clicking this link

Please note this activity is also available directly under Module 1 home page

Summary

In this topic, we have looked at the basics of Virtual Learning Environments, their features, and how they can be used in education. We have seen that the systems can include student tracking, online support for both teacher and student, electronic communication (e-mail, threaded discussions, chat, web publishing), collaborative activities, engaging learning objects, and internet links to outside curriculum resources.

We have also noted how Virtual Learning Environment users are divided into main classes that include students and tutors. Whilst tutors have a similar view of the system to students, they will usually have additional tools and privileges that allow them to add materials, create conferences, and track student progress.

Review Questions

    1. Elaborate on the advantages and disadvantages of using a VLE for teaching and learning.
    2. Describe some of the common features of a VLE and their pedagogical purpose.

References

1. Britain, S. & Liber, O. (n.d.) A Framework for Pedagogical Evaluation of Virtual Learning Environments. JISC Technology Application Programme. Retrieved from http://mle.dmu.ac.uk/mle-project/files/evaluation_of_v_l_es.htm
2. EduTools. (2013). Course Management System Features and Criteria. WCET. Retrieved from https://goo.gl/stxv7K
3. JISC. (2013). The Importance of Implementing VLE systems in Learning. Retrieved from https://www.jisc.ac.uk/website/legacy/infonet?infokit=4306
4. Jobanputra, P. (2015). Virtual Classroom. Retrieved from https://view.joomag.com/job-e-learn-vol-1-issue-1/0553093001445780792?page=13
5. O’Leary, R. & Ramsden, A. (2002). Virtual learning environments. Learning and Teaching. Support Network Generic Centre/ALT Guides, LTSN. Retrieved on 3August 2014 from http://www.economicsnetwork.ac.uk/handbook/printable/vle_v5.pdf

Topic 4: Virtual Learning Environments

Introduction

Following the emergence of the internet in the early 1990s, many new tools and products have been developed to exploit its benefits fully. Since the mid-1990s the education community software products labelled Virtual Learning Environments (VLEs) or Learning Management Systems (LMS) have appeared with the aim of supporting learning and teaching activities across the internet. (Ramsden, 2014)

Commercial VLEs has been currently used in education such as Blackboard, WebCT, Lotus Learning Space, and COSE, other open source VLEs systems are also used for the same. Most of these systems are intended not simply to reproduce the classroom environment -‘on-line’, but also to use the technology to provide learners with new tools to facilitate their learning. (O'Leary, 2002)

They aim to accommodate a wider range of learning styles and goals, to encourage collaborative and resource-based learning and to allow greater sharing and re-use of resources.

Objectives

- Upon completion of this section, you are expected to be able to;
- Describe Virtual learning Environment
- Identify and describe features of Virtual learning Environment
- Identify social features in Virtual learning Environment
- Use of Virtual learning Environment

4.1 Basics of Virtual Learning Environment

Virtual Learning Environments (VLEs) can be explained as a type of learning management software systems that synthesize the functionality of computer-mediated communications software (e-mail, bulletin boards, newsgroups etc.) and on-line methods of delivering course materials to students via the web.

These systems can also be called:

Learning Management System (LMS)

Course Management System (CMS)

Learning Content Management System (LCMS)

Managed Learning Environment (MLE)

Learning Support System (LSS)

Learning Platform (LP)

Digital Learning Environment (DLE)

These systems include assessment, student tracking, and collaboration and communication tools. They can be accessed both on and off-campus, meaning that they can support students' learning outside the lecture hall 24 hours a day, seven days a week. This enables institutions to teach not only traditional full-time students but also those who cannot regularly visit the campus due to geographic or time restrictions, e.g. those on distance learning courses, doing evening classes, or workers studying part-time.

Its principal components include curriculum mapping (breaking curriculum into sections that can be assigned and assessed), student tracking, online support for both teacher and student, electronic communication (e-mail, threaded discussions, chat, Web publishing), and Internet links to outside curriculum resources. In general, VLE users are assigned either a teacher ID or a student ID. The teacher sees what a student’s sees, but the teacher has additional user rights to create or modify curriculum content and track student performance.

4.1.1 Types of Virtual Learning Environment

There are different types of VLE which all work slightly differently but ultimately perform the same function and can deliver the same learning materials and support.

A Higher Education institution is likely to have a license for a VLE that fits into any one of the following three categories:

- Off-the-shelf, such as Blackboard or Web CT
- Open source (often free to use and adapt but support is charged for), such as Moodle
- Bespoke (developed by institutions for their own individual needs)

This section of the resource provides direct links to some of the major players in the VLE field. Follow this link (http://www.learndash.com/20-most-popular-learning-management-systems-infographic/) to learn  some of the 20 most popular used software sites for the Learning Management Systems.

4.1.2 Advantages and disadvantages of using Virtual learning Environment

As with any other technology used in teaching and learning, Virtual   learning

Environment has no intrinsic educational value in themselves.

The way in which online courses and online activities are designed and delivered can add value and increase effectiveness. Table 4.1 shows some common perceived advantages and disadvantages of using Virtual Learning Environments.

Table 3. advantages and disadvantages of using Virtual Learning Environment.

Advantages | Disadvantages
Easy online delivery of materials. | Can become a ‘dumping ground’ for materials not designed to be delivered online.
Easy to use for both students and lecturers. | Copyright and IPR of materials need to be considered.
Widens student access on and off campus to learning materials and resources. | Off campus access to hardware and networks can be problematic for both students and educators and raises issues of equality. Disability legislation and accessibility to online materials also need to be considered..
Offers flexible support for educators who do not need to be in a fixed time or place to support and communicate with students. | Need to plan online support carefully to avoid overload.
Has the potential for new ways of learning and teaching such as active and independent learning which make use of online communication, online assessment and collaborative learning | Such independent learning still needs to be guided and supported. Appropriate training and ongoing support is still needed for both students and educators.

Source ( https://www.alt.ac.uk/sites/default/files/assets_editor_uploads/documents/eln002.pdf )

4.1.3 Comparison with traditional classrooms

Virtual classrooms or remote instructor training delivery is one of the fastest growing training modalities for education. Table 4.2 provides comparative information of traditional and virtual classrooms.

Table 4. Comparison with traditional classrooms.

Traditional classroom | Virtual classroom
Schedule is fixed and pre-decided. Students and teachers have little say in this decision. | Schedule can be flexible, according to the needs of both teacher and students.
Class duration is fixed and usually not extendable, as the next class waits to use the classroom. | Class duration is easily extendable, instructor and student time permitting.
While extra classes can be scheduled, they’re often impractical and usually result in low attendance | Schedule extra classes at your convenient time and study from the luxury of home
Students can be a homogenous group, sharing overlapping social circles and customs. | Students can be a heterogeneous group, even global, with a variety of non-intersecting (and perhaps conflicting) social circles and customs.
Students typically fall within a similar age, profession, or academic background. | Student composition may vary greatly in age, profession, and academic background.
Classes are typically teacher–driven and teacher-centric. | Classes can be technology-driven and learner-centric, with the teacher as a facilitator. Teachers have better teaching tools to effectively engage learners. Virtual classrooms allow students more freedom to create, experiment, explore and steer the class.
Traditional teaching tools are used, such as lecture notes, charts, blackboard writing, showing physical models, laboratory experiments, etc. | Modern teaching tools are used, such as multimedia, animation, 3D modelling, virtual, etc.
Learning environment can be dull and fun in class is kept to a minimum to avoid disciplinary issues. | Learning environment can be stimulating and fun. Moderation tools allow the teacher to easily control the class, just in case things get out of hand!
Teacher and students collaborate in the physical classroom. | Teachers and students collaborate online via audio, video, and text chat.
It’s hard to address the needs of different levels of learners in a single class.  If there aren’t additional resources available for groups such as slower or gifted students, they often have to make do with a one-size-fits-all average class. | It’s easier to work with different learner types. Divide a single virtual classroom into breakout sessions, and let students of different levels work at their own pace, while the teacher moderates and facilitates.
Usually one teacher per class. Difficult to bring in guest speakers due to physical and travel constraints | Easier to involve multiple teachers, and to bring in guest speakers from anywhere in the world
Class is held, and if you forget to note something down or can’t attend, you’ve missed it. | Classes are recorded, including audio, video and even screen. Students can review the instructor’s exact explanation and methods, and administrators can review both the instructor’s and students’ performance.
Setting up classroom infrastructure is expensive | A computer, a basic Internet connection, a headphone, and a web camera (optional) are less expensive.
Buses, cars, and other travel methods have to be engaged to get students to and from school. | No travel costs. Teach and learn from anywhere.

Source:( https://www.joomag.com/magazine/job-e-learn-vol-1-issue-1/0553093001445780792?page=13)

4.2 Effective usage of Virtual Learning Environment in learning

Virtual learning environment are divided into two main classes: Students and Tutors. Whilst tutors have a similar view of the system to students they will usually have additional tools and privileges that allow them to add materials, create conferences and track student progress. (Ramsden, 2014)

Below is the highlight on how VLE can be an importance to Students and Tutors once implemented and used effectively in learning.

Table 5. The importance of implementing VLE systems in learning:

Source (http://www.baab.co.uk/downloads/other-resources.html )

Below is a brief discussion of the features and schematic prototype available to the implemented VLE systems in learning

Noticeboard

A noticeboard or announcements area is a useful feature that may well appear as soon as a student logs in to the system.

Course Outline

The course outline or schedule provides an overview of the course structure and may include dates for assignments, assessments, lectures, video conferences etc. Typically the system will provide a structured means for the tutor to create the course outline. The course outline will provide hyperlinks to the course pages themselves. In a web-based system these will be simply html-pages containing the material relevant to that part of the course.

E-mail

Most systems include a built in e-mailer that can be used to email either the tutor or individual students on the course.

Conferencing Tools

Asynchronous conferencing or discussion groups form the heart of many VLEs as they provide the means for students to engage in collaborative exchange about topics on the course.

Class List & Student Homepages

Another key feature of a learning environment is getting to know the other students on a course or for tutors to get some idea of student backgrounds, interests and aspirations. Many systems incorporate a list of students enrolled on a course – perhaps with e-mail addresses. Even more useful is the inclusion of a homepage for each student. Some systems provide an easy-to-use front-end for homepage editing.

Metadata

Metadata is simply information about an object. It is important for categorizing and searching objects according to their intended use in a particular context. A sophisticated metadata set can encompass a wide variety of information about an object.

For example, for a Java applet that is included as a resource in a course unit, the metadata would provide information about who created it, when it was created, who the target audience is etc.

Most current VLEs incorporate some simple scheme for providing metadata about resources, course units and people, however several systems that are currently under development are paying more attention to the metadata issue. To be truly effective any metadata scheme should be standardized in some way so that it can be used across different systems rather than being local to a particular system.

Assignments

A virtual learning environment (VLE) should allow tutors to create assignments for students to complete as they work through course material. It should provide a means for students to return completed assignments to the tutor for grading and feedback.

Assessments

Some VLEs provide automated on-line quizzes for performing assessments, self-testing versions are also a feature of some systems.

Synchronous Collaboration Tools

Synchronous collaboration tools such as Chat, Shared Whiteboards, and Group browsing and video- conferencing are features of some but, by no means, the majority of VLEs. The relative importance of such tools in a system depends largely on the intended use of the system

Multimedia resources

One major advantage of VLEs is the ease with which multi-media resources can be accessed and stored within the learning environment as an integral part of the course package. As more and more sophisticated educational materials such as interactive simulations get published on-line, the importance of multimedia facilities will increase dramatically.

File Upload Area

For truly interactive functionality students should not just be recipients of content uploaded onto the system by a tutor, but should be able to upload their own materials for other participants to look at. Some VLEs include a facility for students to build their own materials and objects they have found into the learning environment.

Calendar

A Calendar tool is a useful feature built into some VLEs.

Search Tools

When a course structure becomes very large or there are several participants navigating around the environment by browsing and hyperlinks alone can become quite cumbersome. Consequently some systems incorporate search tools in order to jump straight to subjects of interest or a particular person.

See also the section on the Navigation model. Search tools are particularly useful when a large resource base of materials is built up within the VLE.

Bookmarking

Like search tools, a bookmarking facility can significantly decrease the amount of time spent navigating to frequently used places or items within the environment. Some systems include a more sophisticated version of bookmarking that allows participants to build up their own individual resource base.

Navigation Model

Although navigation is not strictly a feature or tool within a VLE, it is intrinsically part of the experience of using a VLE. The navigation facility allows a user to move around the environment and the navigation model or metaphor in conjunction with the look-and-feel of the system is extremely important as it defines in many ways how the system is used.

In addition to using hyperlinks and page to page browsing which are common to the experience of using a normal web browser, different VLEs will present the tools available and course structure in different ways.

Two popular models are to use a homepage for the course which is presented on log-in with hyperlinks that act as jump-stations to the various tools that are available or, alternatively, to use a hierarchical tree structure.

The two are often used in conjunction with the tree structure providing a course outliner with links to the course content packed into the branches of the tree.

It should be emphasized that although we have provided an overview of what to expect from a VLE, we have only described the most prevalent current model of a VLE architecture above, that is the Web- client and Server approach. This may well change in the near future as technologies are becoming available that allow different

Architectural model to be used. It should also be noted that we have only included a subset of the tools and features that may be available in any given VLE system.(Dillenbourg, 2000)

4.3 Impact of Electronic Learning in Virtual Learning Environment

Electronic learning has been essential in enhancing virtual learning environment in education.  It has been widely used also in many sectors typically to deliver instructional materials and facilitate communication VLE in teaching and learning helps develop independent    learning; and whether the use of a VLE increases students’ motivation to learn various learning management system has been developed to support the virtual learning platform for students.

Figure 11. Accessing Virtual learning Environment

(Source http://www.ibo.org/ibap/conference/documents/KonradKonlechner-VirtualLearningEnvironmentsinIBSchools_000.pdf )

A number of other terms are also used to describe this mode of teaching and learning. They include online learning, virtual learning, distributed learning, network and web- based learning. Fundamentally, they all refer to educational processes that utilize information and communications technology to mediate asynchronous as well as synchronous learning and teaching activities. On closer scrutiny, however, it will be clear that these labels refer to slightly different educational processes and as such they cannot be used synonymously with the term e-learning.

The term e-learning comprises a lot more than online learning, virtual learning, distributed learning, networked or web-based learning. As the letter “e” in e-learning stands for the word “electronic”, e-learning would incorporate all educational activities that are carried out by individuals or groups working online or offline, and synchronously or asynchronously via networked or standalone computers and other electronic devices.(Stiles, EUNIS 2000)

4.3.1 Virtual learning Environment platforms.

There are various commercial and open source learning management system that can be used to support virtual learning development as an e learning platform for education. Most learning institutions opted for open source learning management system due to its cost effectiveness, manageability and usability compare to virtual learning platforms that are commercial.

4.3.2 Example of Virtual learning system.

Moodle is example of an open source learning systems that has been most recently used in   education as a virtual learning platform for course development and management.

It's a free and open-source software learning management system  designed to provide educators, administrators and learners with a single robust, secure and integrated system to create personalised learning environments . With customizable management features, it is used to create private websites with online courses for educators and trainers to achieve learning goals. Moodle (acronym for modular object-oriented dynamic learning environment)

4.3.3 Case study: learning management system.

The Open University of Tanzania (www.out.ac.tz) is an example of an Institution that has adopted a learning management system as one of the major tools in providing online courses to its students.  The University uses a customized Learning Management System known as Moodle.

Figure 12. Example of an institutional learning management system home page

To learn more on tools and features available in Moodle as a virtual learning platform see the link below:

https://docs.moodle.org/31/en/Features

Even though using learning management system can be essentials in the education sector still their user’s faces   various challenges. To make it more effective as a tool in education. The following advised to be considered;

Internet bandwidth availability. Enough bandwidth should be available that will enable users to access the system and its materials.

Its should not be a substitutes of physical classrooms .Students will still need physical interactions with their tutors for consultation.

Figure 13. Student and tutor interaction

Learning materials should be available all the time. Since the system involve online access of materials from the internet, students’ computer labs should be equipped with necessary tools to support them.

Availability of trained e learning experts. Running courses on online platforms required to have skilled and trained tutors on electronic course development to support the students with adequate and interactive materials.

Students should also be trained on how to access and work with online learning system.

Activity 4.1: Virtual Learning Environmental systems in learning

Aim: Identify and explore one of the virtual learning platform available, that has been used by an organization e.g. ( Open University of Tanzania’s learning management system ,Moodle ) by  using and accessing one of the learning materials available that you have been using during the course.

Motivation: To assist in efficiently by locating available electronic learning resources available used on learning management systems in an organization on your academic activities that will emphasize the importance, challenges and drawbacks of using learning management system in education in higher learning institutions education particularly in developing countries.

Please undertake Activity 4.1 by clicking this link

Please note this activity is also available under Module 1 homepage

Activity 4.2 Edu tools features

Aim: Identify and explore using the edu tools document on the learning Management system used in activity 4.1  to investigate features and criteria available to the VLE system.

Motivation: To assist in understanding features and criteria available to the VLE system

Please undertake Activity 4.2 by clicking on this link

Please note this activity is also available under Module 1 home page

Activity 4.3 How to upload a video on the learning Management system

Aim: learn how to upload and embed video files on the learning Management system.

Motivation: Understanding ways of embed academic video tutorials available to the VLE system.

Please undertake Activity 4.3 by clicking this link.

Please note this activity is also available under Module 1 home page

Summary

In this Unit we have looked at the basics of virtual learning environment, its features and how it can be applicable in education. We have seen on how the systems can include student curriculum mapping (breaking curriculum into sections that can be assigned and assessed), student tracking, online support for both teacher and student, electronic communication (e-mail, threaded discussions, chat, Web publishing), and Internet links to outside curriculum resources.

We have also noted on how Virtual learning environment are divided into main classes that include Students and Tutors.  Whilst tutors have a similar view of the system to students they will usually have additional tools and privileges that allow them to add materials, create conferences and track student progress.

Where in some cases students have an area for conversation that is private from the tutors view. We have also learnt.

We have further seen the types and categories of the VLE and the involvement of Electronic learning as an essential tool in enhancing virtual learning environment in education.

 This include on how VLE can be used in teaching and learning on the way to emphasize its uses to increases students’ motivation by using the platform.

Review Questions

1. Outline the difference between the following terms:
  - Learning Management System (LMS) and Course Management System (CMS).
  - Learning Content Management System (LCMS) and Managed Learning Environment (MLE).
  - Learning Support System (LSS) and Learning Platform (LP).
2. Explain the types of VLE together with their advantages and disadvantages.
3. What is the difference between E learning platform and VLE platform?
4. What does the term Moodle mean

References

Topic 5: Multimedia Fundamentals

Introduction

Multimedia is described as a means that uses variety media to convey information.  These variety media sometimes are known as multimedia elements which include text, audio, graphic, animation, video and interactivity. The elements can be integrated by the control of computer to develop multimedia application or multimedia products which uses multiple media sources to present multimedia information in various fields including, but not limited to, art, education, entertainment, engineering, medicine, mathematics, business, and scientific research. This unit provides the skill that contributes to digital fundamentals, whereby the individual is equipped with ability to use multimedia based computer tools to perform task in hand.

Objectives

Upon completion of this unit, you are expected to be able to;

- Identify multimedia elements and applications
- Create a simple multimedia application
- Insert multimedia file in presentation
- Recording and editing video files

5.1 Multimedia Elements

The major elements of multimedia include text, audio, graphics, video and animation. Text and graphic are known as static multimedia elements, while audio, video and animation are dynamic multimedia elements. Interactivity is sometimes considered as multimedia elements, an interactivity multimedia comprises a collection of media elements which are arranged either singly or together in some relationship that can be controlled by user. As explained above, multimedia used in various fields to present certain information. This unit picks one of the elements (animation) and identifies practically the way; it can provide the benefits in teaching and learning processes. Some elements are explained briefly, but in animation, you need to perform a given task to pass this unit.