E learning futures


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Reported by:
G-one T. Paisones
Archie Ryan B. Cutanda
Mark Phillip Baring
Jayford Valduheza

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E learning futures

  1. 1. “ E-learning Futures? Speculations for a Time Yet to Come” Reported by: G-one T. Paisones Archie Ryan B. Cutanda Mark Phillip Baring Jayford Valduheza
  2. 2. <ul><li>&quot;Scientia Omnia Vencet&quot; </li></ul><ul><li>Science Conquers All </li></ul>
  3. 3. Connotations <ul><li>ICT= Information Communication Technology </li></ul><ul><li>FAQ= Frequently Asked Questions </li></ul><ul><li>LMS= Learning Management Sequences </li></ul><ul><li>Disruptive Pedagogues= Potentially disruptive alternatives to the learning object are the recent initiatives to create learning activity sequences (Dalziel, 2003). </li></ul>
  4. 4. <ul><li>Shifting nature of the e-landscape (changing technologies, software and marketing mechanisms) </li></ul><ul><li>Difficulty of helping teachers (in using these ‘disruptive technologies’) </li></ul>
  5. 5. Steps that would require the Teaching Staff in Facilitating E-learning Environment ( Zemsky and Massy, 2004 ): <ul><li>Employing PowerPoint presentation software </li></ul><ul><li>Use of e-mail to contact students </li></ul><ul><li>Employ course (or learning) management systems </li></ul><ul><li>Developing of specific targeted digital interactive objects, such as learning objects </li></ul><ul><li>Lead to the total redesign of courses to ensure a more interactive learner oriented and possibly more cost-effective model </li></ul>
  6. 6. <ul><li>“ The extent to which a student gains the same pedagogical benefit from a printout of your Web resources as from the resources themselves is the extent to which you have done nothing of pedagogical value by using the Web.” (Fraser, 1999) </li></ul>
  7. 7. <ul><li>The conservative nature of the traditional culture of schooling and classroom instruction. </li></ul><ul><li>Teachers’ resistance to changing their traditional teaching approaches. </li></ul><ul><li>Lack of time for teachers to learn how to use and integrate ICT in their teaching. </li></ul><ul><li>Lack of technology infrastructure. </li></ul><ul><li>Lack of specific technologies that address the specific needs of teachers and students. </li></ul><ul><li>Lack of ongoing support. </li></ul><ul><li>Lack of release time and incentives for teacher innovators. </li></ul><ul><li>Incompatibility of traditional teaching with the constructivist framework fostered by ICT. </li></ul><ul><li>Need for teachers to unlearn traditional teaching beliefs and practices. </li></ul><ul><li>Need to prepare teachers to integrate ICT by integrating ICT in teacher preparation programmes. </li></ul><ul><li>Need for policy, curriculum and assessment reform. </li></ul>
  8. 8. Students’ Assessment in E-learning (Alexander, 2005): <ul><li>Access to information - knowing you could pre-read or catch up </li></ul><ul><li>Asking questions - asking ‘dumb’ questions without embarrassment and ‘seeing’ what other questions people were asking </li></ul><ul><li>Benchmarking and comparing - comparing your interpretations and products with others and understanding assessment demands and rubrics </li></ul><ul><li>Time and place flexibility - being able to juggle work, family and study, reducing long commuting times and maximizing the time spent on each activity and a what place that time would be spent. </li></ul>
  9. 9. Some Options for Technology Use Form of use Teacher example Student example Presentational Using PowerPoint to construct and structure a visual presentation Using PowerPoint to report back, showing the findings or outcomes of a discussion. This also enables non-linear presentation if so desired. Generative Using an outliner to demonstrate a text structure (It allows switching between plan and execution) Building a game using web pages requires the development of understanding of a topic then translation into a motivating structure and presentation to others Representational (transduction) Using Excel to convert numbers and to show relationships or saving a sequence of charts into the same format to create movement and animation where none existed before Write a script then use iMovie to create a narrative documentary. The script needs to be researched, written, visualized, shot, edited and annotated, then presented
  10. 10. <ul><li>“ In every kind of knowledge-based, </li></ul>progressive organization, new knowledge and new directions are forged through dialogue. . . . The dialogue in Knowledge Age organizations is not principally concerned with narrative, exposition, argument, and persuasion (the stand-bys of traditional rhetoric) but with solving problems and developing new ideas (Bereiter & Scardamalia, 2005)”
  11. 11. Components of E-learning Interactions Outcome Interactive activity Digital asset Support Assessment Create Diagram/map Drawing FAQ Self-test/quiz Evaluate Journal Photograph Contextual help Essay/report Synthesize Tutorial Diagram/map Links to checklists Journal Analyze Case study Text Self-checking Prognosis Apply Presentation Simulation Collaboration with others Hypothesis Understand Game Animation Classification Recall Web quest Video clip Links to further resources Plan Experiment Audio clip Visual representation Role playing Musical score Troubleshooting Game Diagnosis Simulation Composing Presentation
  12. 12. The Results in Creating Pedagogical Experiences that Make a Significant Impact in Teaching and Learning are the Following: <ul><li>a shift from content management systems (LMS) to digital repositories </li></ul><ul><li>a shift from learning objects (with content embedded) to learning activities that are shareable pedagogical sequences without content </li></ul><ul><li>a shift from information delivery to more interaction support, thus enabling the social construction of meaningful knowledge </li></ul><ul><li>a shift in focus from assessment of the end product to assessment of the learning journey, through keeping portfolios of en route products that indicate changes in understanding and reflection </li></ul><ul><li>a shift from a focus on facts and principles to a focus on benchmarking of performance against many other examples, either within the class or between similar groups </li></ul>
  13. 13. <ul><li>Transfer = Conventional instructional tools, strategies, communication and delivery to a technology-enhanced learning environment. </li></ul><ul><li>Translate = Redefine and shift conventional instructional tools, strategies, communication and delivery to the technology-enhanced learning environment. </li></ul><ul><li>Transcend = Go beyond conventional instructional tools, strategies, communication and delivery to invent new paradigms for teaching and learning. </li></ul>
  14. 15. <ul><li>There needs to be a rethinking of learning activities </li></ul><ul><li>An exploration of how interactions are managed and facilitated </li></ul><ul><li>A choice of the right tool for the pedagogical task </li></ul>
  15. 16. <ul><li>“ Learning object - any digital resource that can be reused to support learning (Wiley, 2002, p.6).” </li></ul>
  16. 17. The Paradox of Educational Technology <ul><li>Simplicity </li></ul><ul><li>Complexity </li></ul><ul><li>Smallest </li></ul><ul><li>Biggest </li></ul><ul><li>Low Technology </li></ul><ul><li>High Technology </li></ul>
  17. 18. Conclusion <ul><li>Technology change, as well as Education… </li></ul><ul><li>The integration of Education and Technology is not deportable; Technology is the product of change and Education is the essence of change… </li></ul><ul><li>“ Without Education, there is no Technology” </li></ul><ul><li>“ Without Technology, there is a crippled Education” </li></ul>