Gráinne Conole presented on digital literacies for a changing learning context. She discussed how technologies are transforming education through new forms of communication, collaboration, and access to resources. Learners now have personalized digital environments and use a mix of institutional and cloud-based tools. This requires new digital literacy skills. Conole argued that pedagogical approaches should harness technologies' potential through practices like situated, mobile, and immersive learning. Education is also becoming more disaggregated with open resources, learning pathways, and new models of support and accreditation emerging.
This document discusses 21st century digital literacies and how technologies are transforming learning. It notes that today's learners are immersed in technology and use a variety of tools for tasks, experiences, collaboration and finding just-in-time information. It emphasizes that digital literacies include both skills in using tools as well as critical thinking and social engagement. Technologies discussed include mobile devices, cloud computing, learning analytics and bring your own device.
The document summarizes Gráinne Conole's presentation on digital literacies for new learning contexts. It discusses the changing technological landscape including increased use of mobile devices, personalized learning, and cloud computing. It also examines how digital literacies involve both technical skills and critical thinking skills. New approaches to learning are needed to take advantage of open resources and social/participatory media.
National Teaching Fellow 2012 Gráinne Conole gave a presentation on trajectories of e-learning theory and methodology. She discussed emerging technologies for e-learning, approaches such as social network analysis and actor network theory to study online interactions, and learning design frameworks including activity theory and design-based research. Conole argued that research in this area must account for the complexity, diversity and evolving nature of e-learning practices.
This presentation discusses open educational resources (OER) and open education. It begins by defining OER as teaching, learning, and research materials that can be freely accessed, reused, modified, and shared. The presentation explores themes around shifting from OER development to practices, using social media to foster OER communities, and the potential of OER to support goals like adult education, democracy, and sustainability. Barriers and opportunities for open education are examined, such as the need for partnerships and policies to support long-term, trusted collaboration around OER. The presentation concludes by considering individual benefits of open education like increased flexibility, employability and internationalization.
This document discusses open educational resources (OER). It defines OER as teaching, learning, or research materials that are freely accessible, reusable, modifiable and distributable. OER aim to enhance access, reduce costs and improve quality of education. The document outlines several international declarations supporting OER, including the 2012 Paris Declaration, and discusses strategies for promoting OER through awareness, enabling technologies, policies and capacity building. It also notes that OER facilitate interaction, collaboration and pedagogical innovation among stakeholders in education.
The document discusses eLearning and communities of practice. It provides an overview of key topics:
1. Learning organizations and how knowledge is transformed and shared within organizations.
2. eLearning, which uses computers to support teaching and learning, and various eLearning tools and technologies.
3. Using Web 2.0 technologies like blogs, wikis and podcasts to support collaborative eLearning (eLearning 2.0).
4. Communities of practice, which are groups that share an interest in a domain and help each other improve through regular interaction.
The document discusses benchmarking e-learning and open educational resources (OER) in Sweden. It provides background on existing benchmarking and quality methods from organizations like the Swedish National Agency of Higher Education and EADTU. The benchmarking process is described as lying between the current state and desirable future state, and contributing to transformations that realize improvements. Benchmarking provides benefits like self-assessment, understanding processes, measuring comparisons, and supporting decision-making. Quality dimensions discussed include transparency, participation, flexibility, creativity, presence, and innovation. A retrospective or prospective approach to benchmarking is considered.
The document discusses benchmarking in higher education and open educational resources (OER). It provides background on benchmarking methods and outlines the benchmarking process. Benchmarking is presented as lying between the current and desirable states of affairs and contributing to transformation. Benefits of benchmarking include self-assessment, understanding processes better, discovering new ideas, and enhancing reputation. Limitations include time commitment and cultural issues. Quality dimensions of OER are discussed, and examples of OER frameworks and declarations are presented. Emergent themes around OER include a shift to open practices and the use of social media in communities. The challenges of innovation and expectations versus reality are noted.
This document discusses 21st century digital literacies and how technologies are transforming learning. It notes that today's learners are immersed in technology and use a variety of tools for tasks, experiences, collaboration and finding just-in-time information. It emphasizes that digital literacies include both skills in using tools as well as critical thinking and social engagement. Technologies discussed include mobile devices, cloud computing, learning analytics and bring your own device.
The document summarizes Gráinne Conole's presentation on digital literacies for new learning contexts. It discusses the changing technological landscape including increased use of mobile devices, personalized learning, and cloud computing. It also examines how digital literacies involve both technical skills and critical thinking skills. New approaches to learning are needed to take advantage of open resources and social/participatory media.
National Teaching Fellow 2012 Gráinne Conole gave a presentation on trajectories of e-learning theory and methodology. She discussed emerging technologies for e-learning, approaches such as social network analysis and actor network theory to study online interactions, and learning design frameworks including activity theory and design-based research. Conole argued that research in this area must account for the complexity, diversity and evolving nature of e-learning practices.
This presentation discusses open educational resources (OER) and open education. It begins by defining OER as teaching, learning, and research materials that can be freely accessed, reused, modified, and shared. The presentation explores themes around shifting from OER development to practices, using social media to foster OER communities, and the potential of OER to support goals like adult education, democracy, and sustainability. Barriers and opportunities for open education are examined, such as the need for partnerships and policies to support long-term, trusted collaboration around OER. The presentation concludes by considering individual benefits of open education like increased flexibility, employability and internationalization.
This document discusses open educational resources (OER). It defines OER as teaching, learning, or research materials that are freely accessible, reusable, modifiable and distributable. OER aim to enhance access, reduce costs and improve quality of education. The document outlines several international declarations supporting OER, including the 2012 Paris Declaration, and discusses strategies for promoting OER through awareness, enabling technologies, policies and capacity building. It also notes that OER facilitate interaction, collaboration and pedagogical innovation among stakeholders in education.
The document discusses eLearning and communities of practice. It provides an overview of key topics:
1. Learning organizations and how knowledge is transformed and shared within organizations.
2. eLearning, which uses computers to support teaching and learning, and various eLearning tools and technologies.
3. Using Web 2.0 technologies like blogs, wikis and podcasts to support collaborative eLearning (eLearning 2.0).
4. Communities of practice, which are groups that share an interest in a domain and help each other improve through regular interaction.
The document discusses benchmarking e-learning and open educational resources (OER) in Sweden. It provides background on existing benchmarking and quality methods from organizations like the Swedish National Agency of Higher Education and EADTU. The benchmarking process is described as lying between the current state and desirable future state, and contributing to transformations that realize improvements. Benchmarking provides benefits like self-assessment, understanding processes, measuring comparisons, and supporting decision-making. Quality dimensions discussed include transparency, participation, flexibility, creativity, presence, and innovation. A retrospective or prospective approach to benchmarking is considered.
The document discusses benchmarking in higher education and open educational resources (OER). It provides background on benchmarking methods and outlines the benchmarking process. Benchmarking is presented as lying between the current and desirable states of affairs and contributing to transformation. Benefits of benchmarking include self-assessment, understanding processes better, discovering new ideas, and enhancing reputation. Limitations include time commitment and cultural issues. Quality dimensions of OER are discussed, and examples of OER frameworks and declarations are presented. Emergent themes around OER include a shift to open practices and the use of social media in communities. The challenges of innovation and expectations versus reality are noted.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
The document discusses the use of social media in learning and education. It provides background on accessibility issues with popular social media platforms and explores how platforms can be made more accessible. It then outlines opportunities for using social media pedagogically, including designing social media-based learning activities and courses on integrating social media into education. Relevant initiatives like the SMILE project are also mentioned.
This document discusses game-based learning and the use of games in education. It begins by introducing the TPACK framework, which identifies the knowledge teachers need to effectively teach with technology, including content knowledge, pedagogical knowledge, and technological knowledge. The document then discusses survey results showing teachers' current use of games and their beliefs about the benefits of games for learning. Some key benefits identified include motivation, collaboration, problem-solving skills, and engagement. The document provides guidance on designing games, including brainstorming plots, settings, and characters, and using a storyboard. It also discusses developing 21st century skills through game-based learning and having students design their own games.
Designing Learning in the Digital Age - Global Meta-trends affecting EducationVanguard Visions
The document discusses global trends affecting education including anytime, anywhere learning, learners as producers and consumers of content, and changing roles for educators. Key trends include the rise of mobile and cloud-based learning, open resources, and the need to acknowledge informal learning. Educators are shifting to facilitating learning processes and being lead learners themselves. Emerging models include MOOCs, peer-to-peer learning, and BYOD policies. Technologies like learning analytics, digital badges, and personal learning networks are impacting the field.
Surround School is a platform that provides a collection of applications that allow teachers to harness the power of digital learning to provide students a guiding path through the labyrinth of digital content on the Internet.
Just like several categories of applications that help manage various functions in organizations, there is a category of applications for digital learning known as Learning Management Systems (LMS). Surround School is essentially an LMS. With a difference.
First, it is extraordinarily easy to use.
Second, it uses Concept Maps, an approach that is proven to enhance learning.
Third, it provides an intelligent content aggregation and classification engine that makes the vast repository of digital learning content highly manageable.
We call it a Dynamic LMS. Because it has this unique ability to determine what you are teaching or learning and accordingly recommend digital learning content to you from your private collection or from open education resources.
Other than these distinctive features, it also provides a host of other features that make us want to call it a Social Learning Ecosystem.
You can share courses and content, rank and rate courses by relevance and difficulty, create learning groups and stay in touch with fellow students, teachers and experts to get clarifications or have a simulating discussion.
And finally, it utilizes cutting-edge technology to a maximum, making for a highly interactive and fun experience for students across multiple devices, including computers, tablets, mobile phones and television.
The Surround School platform is a combination of four products:
One, the core product, KnowledgeWheels, which allows users to define course outlines or learning paths using the Concept Map approach. This is a highly interactive app and makes creating a learning path and attaching content very easy. KnowledgeWheels also have an assessment engine that allow users to be measure their understanding of the subject covered in the Wheel and also allow teachers to grade students.
Two, KnowledgeWeb, which allows users to find highly relevant and quality content using the sophisticated search algorithm with a focused taxonomy classification system.
Three, KnowledgeNet, which allows users to create Groups and share courses with Groups. User can also create Wheels collaboratively (for example, a group of students working on a class project).
And Four, the School Management system that allows the faculty and administrators in an institution to maintain various aspects of an academic environment, including student details, academic term and class details, class allocation, scoring systems and academic calendars.
The School management system also includes a Reporting feature that generates score and activity reports for faculty and parents.
The document discusses e-Read Ohio, which provides online professional development for Ohio teachers through reusable learning objects. It creates and hosts online modules and stores course assets in a searchable learning objects repository. This allows for customizing professional development to meet local school needs. The organization grounds its work in instructional design principles, including designing learning objects that are modular, scalable, flexible and can support customization and interoperability across systems to facilitate learning.
Marvel Technologies is a social enterprise founded in 2009 that aims to provide better access to quality education for all by giving learners and educators access to information and tools through personalized learning anytime, anywhere, and from any device. As an authorized reseller of the EduTone platform in Africa, Marvel offers school-centric solutions that enable personalized learning and span application integration, networks, and devices. EduTone serves over 3.6 million learners and 100,000 teachers across 7,000 schools worldwide through platforms like the EduTone Xchange for integrating resources and applications, the Global Grid for Learning online library, and We The Teachers social community.
Dexler aims to enhance education through technology by addressing challenges related to student engagement, employability, reach, costs, and funding. It recognizes that most learning is informal and occurs outside the classroom. To address this, Dexler has created an integrated learning platform called DeLTA that combines social learning, virtual classrooms, eBooks, eLearning, jobs placement, retail education and more to support both formal and informal learning. DeLTA provides an on-demand integrated learning solution along with content development, deployment services, and learning support services to maximize the benefits of educational technology.
Asia e University in Malaysia uses a blended approach to integrating open educational resources (OERs) and non-OERs. They use OERs directly, repackage and reversion OERs, and hyperlink to relevant non-OER content. This content supports their graduate programs and is organized using different pedagogical models. Selecting and using these resources effectively requires identifying authentic materials, addressing issues like broken links, and dealing with copyright restrictions when hyperlinking. Developing quality online content also benefits from subject experts who can curate appropriate web-based teaching resources.
The document discusses the implications of emerging technologies on learning and pedagogy. It defines concepts like Web 3.0, which focuses on seamless interoperability, collaboration, and ubiquitous connectivity through devices. Learning strategies are classified into behaviorism, constructivism, informal/situated learning, and collaborative learning. Technologies like social networks, simulations, mobile devices, and ubiquitous access support these learning modalities. They allow collaborative creation, reinforcement through peer networks, rich contextual learning, and capturing learning moments. The document urges adopting popular tools to design innovative, multimedia content and make knowledge accessible across formats and devices to weave learning into lifestyle.
This document categorizes and describes a spectrum of information technologies that can support education. It lists over 30 categories including learning platforms, content management, learning content authoring tools, student information systems, classroom technologies, data analytics, group collaboration, talent management, assessment, mobile technologies, portfolios, learning services, content cartridges, staff development, web-served content, virtual tutoring, adaptive learning, educational gaming, search tools, plagiarism checking, and social web technologies. For each category, popular products currently on the market are provided as examples.
This document discusses the future of online labs and engineering education. It addresses how existing lab resources can (1) be easily reused in new initiatives like MOOCs and enriched eBooks, (2) be shared between institutions through federated systems, (3) work across devices with cross-platform technologies, and (4) be more engaging for students through gamification. The document also highlights challenges around online labs and provides examples of existing virtual and remote lab systems like the iLab Shared Architecture and WebLab-Deusto Architecture that allow global sharing of lab resources over the Internet.
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
1. Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. This includes following an inquiry process, developing questions, evaluating information from diverse sources, collaborating with others, and demonstrating adaptability and creativity.
2. Learners also demonstrate confidence, responsibility, and ethical behavior when engaging in inquiry and using information. They respect copyright, seek diverse perspectives, and follow ethical guidelines.
3. The goal is for learners to share knowledge and participate productively in society.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
Reading and developing information literacy skills are crucial for learning, personal growth, and future success. Being able to comprehend texts in various formats and contexts is an important indicator of school and life achievement. As a lifelong skill, reading goes beyond basic understanding to allow people to interpret information and develop new insights. Students must learn inquiry skills that enable them to think critically, draw their own conclusions, and apply knowledge to new situations. They also need to be able to ethically share what they've learned and participate productively in society. Equitable access to resources and safe learning environments help all children to develop these vital skills.
The document discusses the key skills, dispositions, responsibilities, and self-assessment strategies needed for 21st century learners. It emphasizes that reading is a foundational skill and lifelong learning ability. Learners need to be able to inquire, think critically, draw conclusions, share knowledge, and pursue personal growth. Developing information literacy requires the use of multiple formats and perspectives. Self-directed learning involves skills, dispositions like curiosity and adaptability, responsibilities such as intellectual freedom, and self-reflection.
The document summarizes Portugal's Seguranet Project which aims to promote safer internet use in schools. It establishes 9 competence centers in universities to train teachers. It creates a Youth Panel of 40 students to advise on resources and surveys. It develops awareness resources like games, comics and flyers. It also establishes protocols with schools regarding internet filtering and blocking inappropriate content. The project disseminates resources through its website and social media and incorporates internet safety into the 8th grade ICT curriculum across several domains. It also implements an eSafety Label program to assess and improve internet safety policies and practices in schools.
The document discusses trends in online learning and virtual learning environments (VLEs). It notes that while many institutions have VLEs like Moodle, simply having access to a tool does not guarantee effective online course design. Effective training should focus on addressing specific problems and needs, using a team approach to design, and building capability to leverage VLE features pedagogically. Simply making content available online does not constitute e-learning; online participation and collaboration must be intentionally designed into the course.
The document discusses emerging technologies in education and their implications. It provides an overview of the evolution of e-learning technologies from the 1980s to present. Key topics covered include open educational resources (OER), massive open online courses (MOOCs), and learning analytics. The author advocates for the use of learning design frameworks to help educators make informed pedagogical choices when integrating technologies. Overall, the document examines how new models like OERs, MOOCs, and learning analytics are challenging traditional education and calls for appropriate pedagogical approaches to leverage emerging opportunities.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
The document discusses the use of social media in learning and education. It provides background on accessibility issues with popular social media platforms and explores how platforms can be made more accessible. It then outlines opportunities for using social media pedagogically, including designing social media-based learning activities and courses on integrating social media into education. Relevant initiatives like the SMILE project are also mentioned.
This document discusses game-based learning and the use of games in education. It begins by introducing the TPACK framework, which identifies the knowledge teachers need to effectively teach with technology, including content knowledge, pedagogical knowledge, and technological knowledge. The document then discusses survey results showing teachers' current use of games and their beliefs about the benefits of games for learning. Some key benefits identified include motivation, collaboration, problem-solving skills, and engagement. The document provides guidance on designing games, including brainstorming plots, settings, and characters, and using a storyboard. It also discusses developing 21st century skills through game-based learning and having students design their own games.
Designing Learning in the Digital Age - Global Meta-trends affecting EducationVanguard Visions
The document discusses global trends affecting education including anytime, anywhere learning, learners as producers and consumers of content, and changing roles for educators. Key trends include the rise of mobile and cloud-based learning, open resources, and the need to acknowledge informal learning. Educators are shifting to facilitating learning processes and being lead learners themselves. Emerging models include MOOCs, peer-to-peer learning, and BYOD policies. Technologies like learning analytics, digital badges, and personal learning networks are impacting the field.
Surround School is a platform that provides a collection of applications that allow teachers to harness the power of digital learning to provide students a guiding path through the labyrinth of digital content on the Internet.
Just like several categories of applications that help manage various functions in organizations, there is a category of applications for digital learning known as Learning Management Systems (LMS). Surround School is essentially an LMS. With a difference.
First, it is extraordinarily easy to use.
Second, it uses Concept Maps, an approach that is proven to enhance learning.
Third, it provides an intelligent content aggregation and classification engine that makes the vast repository of digital learning content highly manageable.
We call it a Dynamic LMS. Because it has this unique ability to determine what you are teaching or learning and accordingly recommend digital learning content to you from your private collection or from open education resources.
Other than these distinctive features, it also provides a host of other features that make us want to call it a Social Learning Ecosystem.
You can share courses and content, rank and rate courses by relevance and difficulty, create learning groups and stay in touch with fellow students, teachers and experts to get clarifications or have a simulating discussion.
And finally, it utilizes cutting-edge technology to a maximum, making for a highly interactive and fun experience for students across multiple devices, including computers, tablets, mobile phones and television.
The Surround School platform is a combination of four products:
One, the core product, KnowledgeWheels, which allows users to define course outlines or learning paths using the Concept Map approach. This is a highly interactive app and makes creating a learning path and attaching content very easy. KnowledgeWheels also have an assessment engine that allow users to be measure their understanding of the subject covered in the Wheel and also allow teachers to grade students.
Two, KnowledgeWeb, which allows users to find highly relevant and quality content using the sophisticated search algorithm with a focused taxonomy classification system.
Three, KnowledgeNet, which allows users to create Groups and share courses with Groups. User can also create Wheels collaboratively (for example, a group of students working on a class project).
And Four, the School Management system that allows the faculty and administrators in an institution to maintain various aspects of an academic environment, including student details, academic term and class details, class allocation, scoring systems and academic calendars.
The School management system also includes a Reporting feature that generates score and activity reports for faculty and parents.
The document discusses e-Read Ohio, which provides online professional development for Ohio teachers through reusable learning objects. It creates and hosts online modules and stores course assets in a searchable learning objects repository. This allows for customizing professional development to meet local school needs. The organization grounds its work in instructional design principles, including designing learning objects that are modular, scalable, flexible and can support customization and interoperability across systems to facilitate learning.
Marvel Technologies is a social enterprise founded in 2009 that aims to provide better access to quality education for all by giving learners and educators access to information and tools through personalized learning anytime, anywhere, and from any device. As an authorized reseller of the EduTone platform in Africa, Marvel offers school-centric solutions that enable personalized learning and span application integration, networks, and devices. EduTone serves over 3.6 million learners and 100,000 teachers across 7,000 schools worldwide through platforms like the EduTone Xchange for integrating resources and applications, the Global Grid for Learning online library, and We The Teachers social community.
Dexler aims to enhance education through technology by addressing challenges related to student engagement, employability, reach, costs, and funding. It recognizes that most learning is informal and occurs outside the classroom. To address this, Dexler has created an integrated learning platform called DeLTA that combines social learning, virtual classrooms, eBooks, eLearning, jobs placement, retail education and more to support both formal and informal learning. DeLTA provides an on-demand integrated learning solution along with content development, deployment services, and learning support services to maximize the benefits of educational technology.
Asia e University in Malaysia uses a blended approach to integrating open educational resources (OERs) and non-OERs. They use OERs directly, repackage and reversion OERs, and hyperlink to relevant non-OER content. This content supports their graduate programs and is organized using different pedagogical models. Selecting and using these resources effectively requires identifying authentic materials, addressing issues like broken links, and dealing with copyright restrictions when hyperlinking. Developing quality online content also benefits from subject experts who can curate appropriate web-based teaching resources.
The document discusses the implications of emerging technologies on learning and pedagogy. It defines concepts like Web 3.0, which focuses on seamless interoperability, collaboration, and ubiquitous connectivity through devices. Learning strategies are classified into behaviorism, constructivism, informal/situated learning, and collaborative learning. Technologies like social networks, simulations, mobile devices, and ubiquitous access support these learning modalities. They allow collaborative creation, reinforcement through peer networks, rich contextual learning, and capturing learning moments. The document urges adopting popular tools to design innovative, multimedia content and make knowledge accessible across formats and devices to weave learning into lifestyle.
This document categorizes and describes a spectrum of information technologies that can support education. It lists over 30 categories including learning platforms, content management, learning content authoring tools, student information systems, classroom technologies, data analytics, group collaboration, talent management, assessment, mobile technologies, portfolios, learning services, content cartridges, staff development, web-served content, virtual tutoring, adaptive learning, educational gaming, search tools, plagiarism checking, and social web technologies. For each category, popular products currently on the market are provided as examples.
This document discusses the future of online labs and engineering education. It addresses how existing lab resources can (1) be easily reused in new initiatives like MOOCs and enriched eBooks, (2) be shared between institutions through federated systems, (3) work across devices with cross-platform technologies, and (4) be more engaging for students through gamification. The document also highlights challenges around online labs and provides examples of existing virtual and remote lab systems like the iLab Shared Architecture and WebLab-Deusto Architecture that allow global sharing of lab resources over the Internet.
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
1. Learners use skills, resources, and tools to inquire, think critically, and gain knowledge. This includes following an inquiry process, developing questions, evaluating information from diverse sources, collaborating with others, and demonstrating adaptability and creativity.
2. Learners also demonstrate confidence, responsibility, and ethical behavior when engaging in inquiry and using information. They respect copyright, seek diverse perspectives, and follow ethical guidelines.
3. The goal is for learners to share knowledge and participate productively in society.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
Reading and developing information literacy skills are crucial for learning, personal growth, and future success. Being able to comprehend texts in various formats and contexts is an important indicator of school and life achievement. As a lifelong skill, reading goes beyond basic understanding to allow people to interpret information and develop new insights. Students must learn inquiry skills that enable them to think critically, draw their own conclusions, and apply knowledge to new situations. They also need to be able to ethically share what they've learned and participate productively in society. Equitable access to resources and safe learning environments help all children to develop these vital skills.
The document discusses the key skills, dispositions, responsibilities, and self-assessment strategies needed for 21st century learners. It emphasizes that reading is a foundational skill and lifelong learning ability. Learners need to be able to inquire, think critically, draw conclusions, share knowledge, and pursue personal growth. Developing information literacy requires the use of multiple formats and perspectives. Self-directed learning involves skills, dispositions like curiosity and adaptability, responsibilities such as intellectual freedom, and self-reflection.
The document summarizes Portugal's Seguranet Project which aims to promote safer internet use in schools. It establishes 9 competence centers in universities to train teachers. It creates a Youth Panel of 40 students to advise on resources and surveys. It develops awareness resources like games, comics and flyers. It also establishes protocols with schools regarding internet filtering and blocking inappropriate content. The project disseminates resources through its website and social media and incorporates internet safety into the 8th grade ICT curriculum across several domains. It also implements an eSafety Label program to assess and improve internet safety policies and practices in schools.
The document discusses trends in online learning and virtual learning environments (VLEs). It notes that while many institutions have VLEs like Moodle, simply having access to a tool does not guarantee effective online course design. Effective training should focus on addressing specific problems and needs, using a team approach to design, and building capability to leverage VLE features pedagogically. Simply making content available online does not constitute e-learning; online participation and collaboration must be intentionally designed into the course.
The document discusses emerging technologies in education and their implications. It provides an overview of the evolution of e-learning technologies from the 1980s to present. Key topics covered include open educational resources (OER), massive open online courses (MOOCs), and learning analytics. The author advocates for the use of learning design frameworks to help educators make informed pedagogical choices when integrating technologies. Overall, the document examines how new models like OERs, MOOCs, and learning analytics are challenging traditional education and calls for appropriate pedagogical approaches to leverage emerging opportunities.
1) The document examines how emerging technologies are impacting the traditional role of universities and learner/teacher experiences.
2) It discusses trends like mobile learning, personalized learning, and bring your own devices (BYOD), and how these tools are creating more social, participatory, and ubiquitous learning experiences.
3) The author argues that new pedagogies are needed to fully leverage these technologies and foster more open, collaborative practices around teaching, research, and learning.
The document discusses the evolving landscape of e-learning and the future of learning through new technologies and pedagogies. It outlines several key trends in technology including mobile devices, augmented reality, learning analytics, and cloud computing. It also discusses how the web has transformed from Gutenberg to Zuckerberg and the implications of disruptive technologies. New approaches to learning design are proposed to promote the adoption of e-learning strategies through interventions and the strategic use of learning management systems.
The document discusses the evolving landscape of e-learning and new technologies. It examines how technologies are changing learner experiences and enabling new pedagogical approaches. The author explores open practices in education and questions how to best promote the adoption of new technologies and e-learning strategies among teachers.
This document provides an overview of open educational resources (OER) and affordable learning solutions. It discusses the motivations for using OER, including reducing student costs and leveraging taxpayer funding. It also covers challenges such as quality assurance and sustainability. The document outlines how faculty can find, use, author, and engage with OER through technologies and integration with learning management systems. It emphasizes the importance of institutional policies and support for OER use and recognition.
Digital technologies and education were discussed over three phases: multimedia/internet, learning design, and social media. Five key facets of technologies were reviewed: openness and the rise of OER/MOOCs; mobile learning and its benefits of learning anywhere; social media and participatory web; digital identity and online presence; and distributed cognition through access to vast information. Both advantages and disadvantages of technologies were considered, such as accessibility versus distraction. Future challenges were identified around new business models, skills gaps, and blurring boundaries between formal and informal learning.
The document summarizes key concepts about mobile learning (m-learning). It discusses how m-learning differs from e-learning in being independent of time and space. It provides examples from a project in North Carolina that showed m-learning improved student behavior and test scores. The document outlines design criteria for effective m-learning content, such as being delivered in short segments and platform-independent. It lists constraints of m-learning like limited storage. Sources where m-learning content can be found are provided, such as YouTube, Google Drive and mobile learning portals. Finally, a conceptual framework is presented showing how governments, educational institutions and other groups can collaborate on m-learning.
This document outlines Gráinne Conole's presentation on designing for learning in an open world. The presentation discusses the evolving landscape of e-learning, including emerging technologies, learner experiences, new pedagogies, and open practices. It also examines teacher practices and paradoxes, and strategies for change, including intervention frameworks and new approaches to learning design. Key research questions are posed around learner and teacher experiences with technologies, available resources and pedagogical patterns, emerging e-pedagogies, and strategies to promote e-learning.
The document discusses techno-andragogical skills (TAS), which integrate andragogy principles with the use of technology for effective online teaching. TAS includes skills in using technology for knowledge acquisition, teaching, and assessment. It outlines parameters for integrating TAS based on content type and context. An effective techno-andragogue must be familiar with synchronous tools, learning management systems, mind mapping tools, and other technologies. Open education resources that can be used include SWAYAM, virtual labs, e-gyankosh, and more.
Pedagogical theory for e-Learning Design: From ideals to reality?PEDAGOGY.IR
Pedagogical theory for e-Learning Design: From ideals to reality?
Daniel K. SchneiderTECFA –FPSE -Universitéde Genève
daniel.schneider@unige.ch
9th Iranian Conference on e-Learning
KharazmiUniversity, Teheran
Thursday, March 12, 2015
ePortfolios for Employability Cannexus 2013Don Presant
This document discusses the development of an essential skills ePortfolio program in Manitoba. It provides an overview of ePortfolios and their benefits for employability, education, and career development. The program will use the open source Mahara ePortfolio platform to help adults in transition build portfolios demonstrating their skills. The vision is for Manitoba residents to have lifelong access to an ePortfolio to support career development. Next steps include developing online courses and integrating additional tools like badges and skills assessments.
The document discusses Smart Schools in Malaysia. Some key points:
- Smart Schools were launched in 1997 as part of Malaysia's Multimedia Super Corridor project to prepare students for the digital age.
- They focus on holistic student development and producing a technologically-literate workforce. Schools are equipped with technologies like computers, networks, and audiovisual tools.
- Teaching and learning is student-centered and uses innovative methods like collaborative and distance learning. Assessment is also holistic and online.
- School management utilizes IT for functions like student records, financial management, and linking to external resources.
- While Smart Schools aim to enhance learning, challenges include the high costs of technology and
The focus of this hands-on workshop is the OUT Digital Fluency course for Academic staff/faculty. This course is designed to build capacity for educators in relevant topics to support their work in the higher education sector via enhanced digital skills. The notion of ‘fluency’ implies more than literacy - it seeks to promote a state where pedagogical purpose takes centre stage and digital / online technologies are used as tools without providing an inhibiting obstruction to the educator.
Modern Technologies in Learning - New Pedagogy New Evaluation?Mervi Jansson-Aalto
This document summarizes a presentation given by Mervi Jansson on modern technologies in learning and new approaches to evaluation. Some key points include:
- Omnia provides education to 10,000 students across multiple sectors using new digital tools and mobile technologies.
- Teachers play a critical role in building quality education and must develop digital literacy skills to foster collaborative learning.
- Case studies like SWAB and CuSe showcase holistic learning experiences integrating technology, soft skills development, and new forms of assessment.
- Omnia leads national collaboration around modeling best practices in mobile learning and providing professional development for educators.
- Effective technology integration requires focus on learning goals, critical evaluation, accessibility, and clarifying what skills will
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
This document outlines an intensive design workshop to help participants design pedagogically informed learning experiences using digital technologies. The workshop activities are based on the 7Cs of learning design framework, which consists of conceptualizing, creating, communicating, collaborating, considering, combining, and consolidating the design. Participants will engage with conceptual tools, work in groups, and develop a storyboard for their course design. The goal is for participants to learn how to design face-to-face, blended, or online courses by applying learning design resources and considering theoretical underpinnings and technologies that support different pedagogical approaches.
This document summarizes the key findings from an analysis of the top open access journal articles in the field of education from 2016 to 2018. Three main takeaways are discussed. First, there has been an increasing number of systematic literature reviews published. Second, the boundaries between open and closed publications have become blurred. Third, there is a question of whether the "best" articles still remain in closed journals rather than open access journals. The document concludes by posing the question of whether open scholarship needs to be recentered.
This document discusses open education and the future of learning. It covers several topics:
1) The phases and affordances of digital technologies in education, including their ability to enable interaction, help with retention, and personalize learning.
2) Opportunities that technologies provide for extending the classroom and providing timely feedback, but that their impact depends on how they are used.
3) Top trends in education, such as how technology is changing learners' identities and the nature of work.
4) Open practices like OER, MOOCs, and e-textbooks and how they can make education more complex, personalized and contextual.
The document describes the augmented 7Cs of Learning Design framework, which can be used to design or redesign modules. It then provides 15 activities (A1-A15) that guide users through the learning design process. The activities address topics like identifying course features and resources, mapping learning outcomes to assessments, and devising evaluation criteria. The overall purpose is to help academics and instructors systematically plan their course or module design using constructive alignment and ensuring a balanced variety of learning activities and technologies.
Gráinne Conole gave a presentation on key trends and implications for the future of technology enhanced learning. She discussed 10 top trends including how digital technologies are shifting identities, boundaries, and ownership of information. She emphasized that effective pedagogy depends on understanding learners, educators, and the learning environment. New approaches to learning design and analytics were presented as opportunities to improve teaching and learning, but continuous professional development for educators is needed to develop digital literacies and harness technology's potential. While technology affords many opportunities, its impact depends greatly on implementation and mindsets around educational change.
This document discusses open education and its future directions. It covers several topics:
- The changing digital landscape and need for students to become critical users of online resources.
- The affordances of different digital technologies for learning, such as enabling interaction, feedback, and personalization.
- Open practices like OER, MOOCs, and e-textbooks and their impact on learners, teachers, and researchers.
- The role of continuing professional development and learning design frameworks in helping teachers develop innovative learning interventions using technology.
- The potential of learning analytics to provide formative feedback to learners and summative insights for teachers.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to develop digital literacy skills. It also outlines several affordances of digital technologies for education, such as enabling more interaction and personalized learning. The presentation then discusses open educational practices like OERs and MOOCs, challenges of digital learning implementation, the importance of continuing professional development for teachers, and the role of learning design frameworks and learning analytics in supporting digital pedagogies. The presentation concludes by reflecting on the complexity of the digital learning ecology and the need for purposeful educational technologies that support active and meaningful learning.
This document summarizes Gráinne Conole's presentation on open education and the future of digital learning. It discusses key trends in digital learning identified by the OECD, including the need for students to navigate complex digital landscapes. The presentation outlines various affordances of digital technologies for learning, including enabling interaction, feedback, and personalization. It also discusses open educational practices like OERs and MOOCs, and their impact on learners, teachers, and researchers. The presentation concludes by emphasizing the complexity of digital learning ecologies and the need for targeted professional development and assessment to support meaningful learning.
The document provides guidance on submitting effective conference presentations for the 2019 WCOL conference in Dublin. It outlines the conference themes of online education and its role in transforming lives and societies. Attendees will discuss questions around the future of online learning and its ability to expand access, promote inclusion, and support lifelong learning. The document reviews submission types and tips for crafting concise abstracts or papers that address a problem, methods, findings and implications within the word limit. Attendees are encouraged to brainstorm topics, choose a format and theme, and prepare slides adhering to templates to effectively work the conference, network, and potentially convert presentations to journal articles.
This document discusses continuing professional development (CPD) and the potential of digital technologies to support it. It defines CPD as the development of professional skills through structured learning that improves teacher knowledge and practices. The document outlines different types of CPD activities and discusses tools that can support various CPD activities, including presentation, communication, collaboration, brainstorming, reflection, feedback, assessment, and file sharing tools. It emphasizes the need for rigorous learning design approaches when using digital technologies for CPD and implementing innovative pedagogies.
The document discusses tools that can support different types of learning activities. It provides tips for using tools for presentations, moderating discussions, and collaboration. Benefits are listed for brainstorming, reflection, feedback, recording, voting, annotation, and file sharing. Table 1 maps example tools to activities like presentation, communication, and assessment. Table 2 maps the 7Cs framework of learning to specific activities and tools.
The document outlines an upcoming learning design course to be held from May 7-9, 2018 in Dubai. It includes an overview of the 7Cs framework for learning design and descriptions of various course activities. Some of the planned activities include analyzing ways technologies can ruin courses, exploring communication tools like discussion forums and wikis, creating student personas, mapping out course features, auditing resources, and profiling activity types. The document also discusses exploring learning theories like constructivism and constructionism and brainstorming how different activities can support various theories.
This document maps different tools that can be used to support various online learning activities and the 7Cs framework. Table 1 summarizes how tools like PowerPoint, Google Drive, YouTube, and Flipgrid can enable presentations, communication, collaboration, reflection, assessment, and voting. Table 2 shows how activities like brainstorming, creating resources, communicating, collaborating, and consolidating feedback align with the 7Cs of conceptualizing, creating, communicating, collaborating, considering, and consolidating, and outlines example tools that support each.
This document outlines the agenda and activities for a 3-day learning design workshop. It introduces the concept of learning design and the 7Cs framework. It describes various activities participants will complete, including analyzing how technologies can ruin a course, exploring common communication tools, developing student personas, and mapping a course. The document also discusses challenges of using technology in education and the promise of learning design in shifting approaches to more explicit, reflective practices that encourage sharing.
The document discusses strategies and tools for teachers to create and find educational resources. It provides a template called a resource audit for teachers to catalog existing resources they find and note how they will use and adapt them. Examples of a completed resource audit are given. Guidance is provided on finding resources through search engines, open educational repositories, MOOCs, discipline-specific sites and more. Suggested free tools for creating different types of multimedia resources are also listed. The overall aim is to help teachers effectively evaluate and incorporate relevant materials into their courses.
1) Gráinne Conole has had an interdisciplinary career in chemistry and e-learning, beginning with a degree in chemistry and PhD in crystallography before moving into teaching and learning roles.
2) She has held various roles in universities focused on learning innovation, technology enhanced learning, and e-learning, and is now an independent consultant.
3) Throughout her career she has focused her research on enhancing the learner experience through effective and innovative use of technologies, and has built an international network through blogging, social media, conferences and publishing.
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, but there is a gap between their promise and reality. She emphasized the need to develop 21st century competencies like critical thinking, problem solving, and digital literacies in both teachers and learners. Conole argued that education needs new pedagogical approaches that support self-directed, lifelong learning and make appropriate use of technologies to develop skills for an uncertain future.
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, with trends including mobile learning, learning analytics, and artificial intelligence. She emphasized that learners will need 21st century competencies like critical thinking, problem solving, and digital literacies. Both teachers and learners will take on changing roles, with teachers facilitating more and learners having more autonomy. Education needs new approaches to learning design and using analytics to develop lifelong learners and competency-based learning.
This document provides information about an intensive learning design workshop. The workshop aims to help participants make pedagogically informed decisions about using digital technologies in course design. During the workshop, participants will learn about conceptualizing learning design, applying design tools and methods, critiquing pedagogical approaches, and developing a storyboard for their course. The workshop covers seven components of the 7Cs learning design framework and includes several hands-on activities for participants to work through.
The document discusses future scenarios for learning and education, focusing on addressing increasing complexity and harnessing emerging technologies. It describes a future where digital technologies are ubiquitous and seamlessly integrated into daily life and learning environments. It also discusses the need to focus more on competencies like problem solving, collaboration, and digital literacy rather than just knowledge acquisition. Examples of new learning approaches are provided, including open practices using OERs and MOOCs, flipped classrooms, and learner-centered pedagogies like heutagogy.
1. National Teaching
Fellow 2012
Digital literacies for a changing
learning context
Gráinne Conole, University of Leicester
6th November 2012
CSU edConference
WaggaWagga, Charles Sturt University
2.
3. Outline
• The technological context
• Learner experience
• Digital literacies
• Pedagogical approaches
• Disaggregation of education
• Learning design
• Changing practices
4. Multimedia resources
80s
93
The Internet and the Web
94
Learning objects
Learning Management Systems
95
Mobile devices
98
Learning Design
99
Gaming technologies
00
E-Learning timeline
01
Open Educational Resources
Social and participatory media
04
http://halfanhour.blogspot.be/2012/02/e-learning-generations.html
Virtual worlds
05
07
E-books and smart devices
08
Massive Open Online Courses
http://scienceoftheinvisible.blogspot.co.uk/2012/08/a-ramble-through-history-of-online.html
6. Technological trends
• Mobiles and e-books
• Personalised learning
• Cloud computing
• Ubiquitous learning
• BYOD (Bring your own device)
• Technology-Enhanced
learning spaces
• Learning analytics
7. Technologies
• Transforming everything we do
• New forms of communication
and collaboration
• Multiple rich representations
• Tools to
find, create, manage, share
• Networked, distributed, peer
reviewed, open
• Complex, dynamic and co-
evolving
http://www.flickr.com/photos/oceanflynn/6638184545/
8. Technologies for learning
• Audio-graphics • Podcasts
• Blogs • RSS feeds
• E-Books • Second life
• E-Portfolios • Social bookmarking
• Games • Twitter
• Instant Messaging • Video Mesaging
• Mashups • Wikis
• Mobile learning • Video clips and YouTube
• Photo sharing • Video chat
Rennie and Morrison, 2012
9. Learning Management Systems
Communication
Library Content
tools
Registration
Collaboration Assessment
Finance
tools tools
Timetabling
Student Upload Tracking
records tools tools
Conole, forthcoming, UNESCO briefing paper
10. The MATEL study
http://www.menon.org/matel/
• Productivity and creativity
• Networked collaboration
• Content creation
• Visualisation and simulation
• Learning Management Systems
• Learning environment
• Games
• Devices, interfaces and
connectivity
http://www.flickr.com/photos/wfryer/462376660/
12. Google glasses project
• Can ‘see’ the
Internet on glasses
• Context sensitive
information
• Context lenses
planned
http://www.youtube.com/watch?v=9c6W4CCU9M4
13. Game changers
• Harnessing the power of new
media
• Need to rethink education
• Key questions
– How can we reach more
learners, more effectively?
– What is the impact of free
resources, tools and expertise?
– What new business models are
emerging?
– What new digital literacies are
needed?
http://www.educause.edu/game-changers
14. Learner experience
• Technology immersed
• Learning approaches: task-
orientated, experiential, jus
t in time, cumulative, social
• Personalised digital
learning environment
• Mix of institutional systems
and cloud-based tools and
services
• Use of course materials
with free resources
Sharpe, Beetham and De Freitas, 2010
http://www.educause.edu/studentsAndTechnologyInfographic
15. Digital literacies
• Range of terms and definitions
– Information literacies
– Digital literacies
– Digital competences
– E-skills
Digital literacies =
Tool knowledge + Critical thinking +
Social engagement (Fraser)
www.guardian.co.uk/higher-education-network/blog/2012/may/15/digital-literacy-in-universities
16. Digital literacies: definition
• Set of social practices and
meaning making of digital
tools (Lankshear and
Knobel, 2008)
• Continuum from
instrumental skills to
productive competence
and efficiency
http://ftp.jrc.es/EURdoc/JRC67075_TN.pdf
17. IPTS report
• Confident/critical use of
technologies for
work, leisure and
communication
• Digital divide
• The network is key
• More participatory and
open practices
18. Benefits
• Social
• Health
• Economic
• Civic
• Cultural
• Societal
http://www.flickr.com/photos/mediaquell/4329902002/
19. Issues
• Personal safety and
privacy
• Responsible, ethical, and
legal issues
• Understanding digital
media
• Inequalities and the
digital divide
http://www.flickr.com/photos/29233640@N07/3668208527/
20. Digital literacies
Creativity
Play Collective intelligence
Performance Judgement
Simulation Transmedia
navigation
Appropriation Networking
Multitasking Negotiation
Distributed cognition Jenkins et al., 2006
http://www.flickr.com/photos/r8r/4109502436/
27. Creativity
• Derived from Latin ‘creo’ to
create/make
• Creating something new
(physical artefact or concept)
that is novel and valuable
• Ability to transcend
traditional
ideas, rules, partners, relatio
nships and create
meaningful new
ideas, forms, methods, inter
pretations http://www.flickr.com/photos/vaxzine/2278300537/
28. Why is it important?
• Essential skill to
deal with today’s
complex, fast and
changing society
• Discourse and
collaboration are
mediated through
a range of social
and participatory
media
29. Stages
• Preparation: identifying
the problem
• Incubation:
internalisation of the
problem
• Intimation: getting a
feeling for a solution
• Illumination: creativity
burst forth
• Verification: idea is
consciously
verified, elaborated and
applied http://www.flickr.com/photos/williamcromar/5230835657/
30. Technologies
• Can promote creativity in
new and innovative ways
• Enable new forms of
discourse, collaboration
and cooperation
• Access and repurpose
knowledge in different
forms of representation
• Aggregation and scale –
distributed and collective
31. Augmented Reality Games (ARGs)
• Began with a code 91211
• Twitter hash tag
• Mysterious character Rufus
• Series of clues – real and
virtual
• Video screen in
Manchester spontaneously
playing students’ videos
Helen Keegan
http://www.youtube.com/watch?v=qESNQMDupfY
Keynote, Eden Research Workshop, Leuven, 24th October 2012
38. Resources
• Over ten years of the Open
Educational Resource (OER)
movement
• Hundreds of OER
repositories worldwide
• Presence on iTunesU
39. The OPAL metromap
Evaluation shows lack of uptake
by teachers and learners
Shift from development to
community building and
articulation of OER practice
http://www.oer-quality.org/
40. POERUP outputs
• An inventory of more than 100 OER initiatives
http://poerup.referata.com/wiki/Countries_with_OER_initiatives
• 11 country reports and 13 mini-reports
http://poerup.referata.com/wiki/Countries
• 7 in-depth case studies
• 3 EU-wide policy papers
44. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Not fully exploited
Wealth of free Replicating bad pedagogy
resources and tools
Lack of time and skills
45. Learning Design
Shift frombelief-based, implicit
approaches todesign-
based,explicit approaches
Learning Design
A design-based approach to
creation and support of
courses
Encouragesreflective,scholarly
practices
Promotessharing and discussion
46. Conceptualise
What do we want to design, who for
and why?
Carpe Diem:
7Cs of learning Design
Consolidate
Evaluate and embed your design
http://beyonddistance.wordpress.com/2012/02/07/carpe-diem-the-7cs-of-design-and-delivery/
47. Changing practices
• Nature of
learning, teaching and
research is changing
• It’s about
– Harnessing new media
– Adopting open practices
• New business models
are emerging
48. Digital scholarship
• Exploiting the digital network
• New forms of dissemination
and communication
• Promoting reflective practice
• Embracing the affordances of
new technologies
Weller: http://nogoodreason.typepad.co.uk/
51. The future of learning
• Changing nature of
education
• New forms of
communication and
collaboration
• Rich multimedia
representation
• Harnessing the global
network
52. Implications
• Blurring boundaries
• New business models
• More open practices
• Changing roles
• Importance of new
digital literacy skills
• Disruptive and
complex
Instrumental knowledge and skills for digital tool and media usage; 2) Advanced skills and knowledge for communication and collaboration, information management, learning and problem-solving, and meaningful participation; 3) Attitudes to strategic skills usage in intercultural, critical, creative, responsible and autonomous ways. Instrumental knowledge and skills are a precondition for developing or using more advanced skills.