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Collaborative Learning in Pakistan Part 2 - TelecomPK





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Published on June 5th, 2009 | by Babar Bhatti

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Collaborative Learning in Pakistan Part 2






Guest Post By Phil Cruver

This is a continuation from Collaborative Learning in Paksitan Part 1 which introduced the concept of collaborative learning using enhanced video technologies.

Educators can also provide students with links to their lectures and assignments to tag as a class project. With this technology they can tag “chapters” and “topics” within the media file with a descriptive text for each tag. Additionally, all tags can be exported and distributed as a blog.

Once students tag a portion of a video or locate a tagged section of a video that is relevant to what they wish to learn, they may want to share the link with others. They can embed this as a deep link on their website, blog, or even in an email message. When other students click on the deep link, they will be taken not to the beginning of the video but to that precise section within the video.

Rather than conducting a search for keywords or tags that describe an entire video, students can conduct deep searches for tags that describe specific sections within a video and then immediately jump to that precise portion of the video clip. This saves time and facilitates education because students don’t have to watch a five-minute video to find a five-second nugget of information they need to understand.

How do these deep technologies specifically enhance learning?

  • They increase the granularity of indexed media, allowing specific parts of video lectures to be more easily remixed, linked, and reused.
  • They engage students to co-create content via annotation of lectures.
  • They make media as an instructional tool more efficient since reading or reviewing streaming video is more time consuming than print media.

Also, these deep technologies enhance the educational content. The more the commenting and annotating, the more valuable the learning asset becomes as the wisdom of numerous and diverse interested parties add layers of collective intelligence to the video. Furthermore, specific moments of time within these videos can be instantaneously identified and retrieved with the Learning 2.0 Platform search engine.

Consider the opportunity for enhancing the quality of education in Pakistan by harnessing thousands of video lectures produced by the top teachers throughout the country. This digital archive could be searched as indexed meta data by key words within the annotations. Not only would this video library compliment and extend traditional learning but it would also scale giving millions of students access to a quality education.

Hopefully, Learning 2.0 will be adopted in Pakistan as a complimentary component to the upcoming national curriculum, which would help foster a new culture of learning. It would be a positive step towards educating its students with the new literacy they will require for competing in the flat world global economy they inhabit.

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Founder and Editor of TelecomPk.net



0 Responses to Collaborative Learning in Pakistan Part 2

  1. I have come across a website that breaks down lectures into parts and then these are labeled and assigned text separately. This helps in quickly jumping to the interested topic and part of lecture rather than listening through whole of the lecture.

    Additionally, when you are watching a lecture segment other similar segments are stacked below for your view to gather more thoughts on a specific topic.

    You can see it at http://ecorner.stanford.edu/.

    However, for academic lectures I think wholesome presentations would matter more.

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