Live elearning

From Clarence Fisher of Remote Access

We used to give kids textbooks and tell them the content was valuable and could be trusted. Instead, we now direct the to the web, to library books, to videos, email contacts, twitter streams, etc. etc. But we need to do all we can to help them become their own filters and information managers. They need the skills to separate the signal from the noise and find the pieces that are valuable for them. They need to become responsible for, and take charge of, the quality of the information they are accessing and using.

Hear Hear! Often teachers moving to online learning for the first time have a temptation to prepare huge lists of websites for their students to visit. A shorter list that is annotated with why the website is useful or credible would be much more useful for the beginning online learner. For more mature learners (and teachers) I have observed there is a question about how much information on the web can be trusted, yet there are ways in which the credibility of information can be determined. Simply being bound into a formal book does not make information necessarily more ‘correct’ but the tangible form would appear to generate a more implicit trust. Am I rambling here?