About the impact of technology on society. COMMUNICATION and INFORMATION TECHNOLOGIES are changing society. Although Shirky was making reference to what has happened to the traditional publishing media in the las 10 years or so, it could very much apply to higher education institutions. Although Shirky has in mind the traditional publishing press when he wrote this comment I believe it can very much apply to institutions like universities. Society is facing major changes. As Shirky points out in this quotation, institutions that rely on information as their core product are facing major changes. And we have all witnessed the consumers’ pattern changes when it comes to the publishing media. The sales of newspapers have been decreasing in the last few years, whereas the information sites (blogs, e-journals…) have increased
A btter understanding of the context
University assets for students used to be Content/interaction and accreditation
“ Once teaching stops, further learning has to be autonomous. Autonomous learning can be promoted if ‘learning to learn ’ is regarded as an integral part of language learning, so that learners become increasingly aware of the way they learn, the options open to them and the options that best suit them . (…) They can then be brought increasingly to make choices in respect of objectives, materials and working methods in the light of their own needs, motivations, characteristics and resources” From: (CEFRL) Common European Framework of Reference for Languages in http://www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdf
Goal taht is explicity present in the CEFRL
To meet these new demands and goals universities and higher education institutions need to be willing to introduce some changes.
SO, How can we do it? And here is when we talk about blended learning
the term blended learning means different things to different people. Moreover, it can vary in different cultures and countries. Some see these as an advantage, as the term becomes more flexible, but some sees it as its weakness.
Augmented: best way for educators that want to start experimenting as it lets them advance at their own pace Blended: online classes can be synchronous (elluminate) or asynchronous
Content exposure and additional instructional resources They are all elements that help to develop
And this takes us to second challenge that higher education needs to face
This particularly important if we want our students to start taking responsability of their own learning process.
We need to think that there is a very strong relation between new pedagogical trends based on learning theories like constructivism and more recently connectivism which emphasize the learner’s active role and the Web 2.0 principles In the next slides I will just highlight the aspects from these theories that are connected with what we have been talking about and the way the web 2.0 implements these concepts.
In web 2.0 terms = user being actuve and in control of what is happening in the net.
Among other characteristics both theories regard Knowledge should be open and meaningful for the learner Translated to the web 2.0 Flow of knowledge with projects like Sense making through the possibility of tagging information
All these range of tools that can enable us to be social in all sorts of ways: Textually Orally Visually Aurally encourage learner’s engagement to the learning process And at the same time Foster the developement of new skills in our students while taking an active rol on their own learning. http://www.swinburne.edu.au/hosting/ijets/journal/V7N2/pdf/Article2-Motteram&Sharma.pdf
Some extracts that i found while searching information for this presentation fromboth teachers and learners.
We need to think that as Motteram and Sharma
Teaching successfully with emerging technologies requires from teachers a change on their attitues. So just to finish I would like to live some questions open in the air for us to think about. So that we can provide to our students with learning experiences that will help them develop those necessary skills to become autonomous and long life learners to face with garantees the new information era challenges.
Blended learning: integrating the web to language teaching and learning.
“ Once teaching stops, further learning has to be autonomous. Autonomous learning can be promoted if ‘learning to learn ’ is regarded as an integral part of language learning, so that learners become increasingly aware of the way they learn, the options open to them and the options that best suit them . (…) They can then be brought increasingly to make choices in respect of objectives, materials and working methods in the light of their own needs, motivations, characteristics and resources”
From: (CEFRL) Common European Framework of Reference for Languages in http://www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdf
“ The nature of Web 2.0 tools make it more likely (…) [that] learners can also find ways of enhancing their learning, too. (…) The nature of the learning environments that most people inhabit – four physical walls (…) – and the enormous possibilities that Web 2.0 tools offer to both teachers and learners, make it inevitable that learning blends will be a feature of the language learning and more general educational landscape in the coming years. [this] will also inevitably have an impact on pedagogical processes (…) and potentially (…) on the ways that humans learn and learn languages in particular.