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Unlearning insanity


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Presentation to the University of Johannesburg (UJ) Faculty of Science First Year Lecturer Academy on 2 November, and to UJ's Faculty of Management and CPASD Teaching and learning seminar on 1 …

Presentation to the University of Johannesburg (UJ) Faculty of Science First Year Lecturer Academy on 2 November, and to UJ's Faculty of Management and CPASD Teaching and learning seminar on 1 November 2011.

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  • 1. Presentation by Carina van Rooyento the First Year Academy of UJ’s Faculty of Science on 2 November 2011
  • 2. Insanity: doingthe same thing over and over again and expectingdifferent results ~ Albert Einstein
  • 3. Source: Wheeler 2010
  • 4. Source: Wheeler 2010
  • 5.  It can be new technologies But it can be using also old technologies in new way!
  • 6. “One day everytown in America will have a telephone!” Source: Wheeler 2010 ~ US mayor (c 1880)
  • 7. “Students today can’t prepare bark to calculate their problems. They depend on slate which is more expensive. What will they do when they drop the slate and it breaks?Source: Wheeler 2010 They will be unable to write!” (Teachers conference, 1703)
  • 8. “Students today depend on paper too much. They don’t know how to write without getting chalk dustall over them. What will they do when Source: Wheeler 2010 they run out of paper?” (Principal’sassociation – 1815)
  • 9. Source: Wheeler 2010“Ball point pens will be the ruin of education in our country. Students use these devices and then throw them away. The American virtues of thrift and frugality are being discarded.” (US Federal teacher, 1950)
  • 10. “Cell phones don’t belongin the classroom. A studentwith a cell phone is anuninterested student, onewith a short attention spanwho cares more aboutsocialising than education.…The onus for failureshould be placed ondistractions in theclassroom, specifically cellphones.”~ Jesse Scaccia FormerEnglish teacher, 2006Source of quote:
  • 11. Remember Einstein Insanity: doing the same thing over and over again and expecting different results
  • 12. “For the first time we are preparingstudents for a future wecannot clearly describe” ~David Warlick
  • 13. Effective learners are… Lifelong learners Source: Tolisano
  • 14. Effective learners are… Source: Tolisanonatural navigators
  • 15. Effective learners are…Critical thinkers & Source: Tolisanoevaluators /
  • 16. Effective learners are…effectivecommunicators & creators
  • 17. Effective communicators & creators are… Tolisano able to create something new
  • 18. communicators & creators are…Source: Tolisano able to communicate across culture, time & distance
  • 19. Effective global collaborators Source: Tolisano
  • 20. CommunicateConnectCollaborateCritical think Adapted from TolisanoCitizenshipCreate
  • 21. Communicate Source: TolisanoConnectCollaborateCritical thinkCitizenshipCreate
  • 22. Communicate Adapted from TolisanoConnectCollaborateCritical thinkCitizenshipCreate
  • 23. CommunicateConnectCollaborateCritical thinkingCitizenshipCreate
  • 24. CommunicateConnectCollaborateCritical thinkCitizenshipCreate
  • 25. Communicate Adapted from TolisanoConnectCollaborateCritical thinkCitizenshipCreate
  • 26.  Social networking Privacy maintenance Identity management Source: Wheeler Oct 2011 Creating content Organising content Reusing & repurposing Filtering & selecting Self presenting
  • 27. Revised Bloom’s taxonomy for the 21st century Create Evaluate Analyse Apply Understand Remember
  • 28. Revised‐revised Bloom’s taxonomy for the 21st century
  • 29.  Lecturer viewed as source of information & knowledge Classroom as place where all knowledge disseminated Everyone learns the same way Chalk and talk (PPT, OHP, chalk board) Content, content, content Sink or swim approach – at best push students I teach, therefore you learn
  • 30. Teacher LearnerTeaching Learning Socially connectedIndividual Adapted from Conole 2011 individual Content ActivitiesReal space Virtual space
  • 31. “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” ~ Alvin Toffler
  • 32. Shift from being knowledgeable to  being knowledge‐able (Michael Wesch)
  • 33. LearningI’ll starve if all we do is read about the nuts!
  • 34.  Advances in technology, communication & information provide opportunities for connecting with our learners But it is not about technology per se; technology is simply another tool we have at our disposal Technology to be weaved into curriculum; not to be add-on
  • 35. They are ‘digital natives’, says Marc Prensky
  • 36. Rather digital residents and digital visitors, says Dave White
  • 37. digital
  • 38. Source:
  • 39. Enhanced (mediated) learning  approach to be effective and  relevant and fun
  • 40. Source: Kuropatwa 2010
  • 41. SynchronousFace-to-face • LMS (formal) Online • Social media • PLE (informal) Other supportHomework Asynchronous
  • 42.  Different combinations of different modes of delivery: classroom/physical contact, e- learning, social learning)
  • 43. Multimediabrought theworld into theclassroom...Smart Source: Wheeler 2010technologies willtake theclassroom intothe world
  • 44. In class In tutorials
  • 45. Source: Picdrome (public domain
  • 46. Source: Youtube
  • 47. E-learning should not just be e-information or electronic learning, but rather about enhance learning
  • 48. Adapted from Wheeler 2010 Adapted from Wheeler 2010
  • 49. Web 2.0:  Contribute, collaborate,  create, i.e.  user  Adapted from Wheeler 2010participation
  • 50. Group or social learning
  • 51. George Siemens calls this  connectivism He proposes connectivism as a learning approach for the digital age ~ social constructivism theory (Siemens 2004)
  • 52. Generating content Blog Mashup E-Wiki portfolio Source: Wheeler Oct 2011 Tagging OrganisingSharing content content
  • 53.  Tweet as ideal student Posted links Students follow at least two experts Discussions related to content: discussion beyond classroom; #ows1 Summarize paragraph Building a learning community: last year’s students tweeting to this year’s first years Responded to questions: enhances feelings of care and connectivity
  • 54. Source: Alsagoff 2011Engagement Content development
  • 55. Adapted from TolisanoFocus on problem solving
  • 56. down classroom walls Source: Tolisano
  • 57. Source: TolisanoEmbrace digital tools
  • 58. Source: TolisanoDesign real‐world challenges
  • 59. audience Source: Tolisano
  • 60. and connected  learning Source: Tolisano
  • 61. Customised learning experience Source: Tolisano
  • 62. Relevant Source: Tolisano
  • 63. Source: Alsagoff
  • 64.
  • 65. Using Twitter in this course has been a usefullearning tool. Fully agree 39.2% Agree 42.1% % Disagree 13.3% Agree + Fully disagree 4.9% Disagree ‐I intend to continue using Twitter after thiscourse. Fully agree 38.8% Agree 40.1% Disagree 13.8% Fully disagree 7.2%
  • 66.  Student’s tweet: ish guys dnt mind my weird tweets sumtyms, its my assignments... thanks 2 #uj It is simply easy and great, doing academic assignment with phone 220km away from Johannesburg. At first I could not see the importance of using twitter for academic reasons but now I think its is so cool. Development Studies is taking education to a new level… This is an interesting and fun way to do schoolwork. Twitter has taught me how to find useful organisations and learnt that twitter is just not about having fun but also sharing informative ideas. The discussions we have on twitter are very helpful and I think we getting marked to do what we luv doing, and that is being on social networks...whoever came up with this idea, thank you, all the other students are jealous that we have this opportunity.
  • 67.  I liked the use of twitter(socialisation with fellow students in the same module).We actually learned a lot from one another. I have learnt how to be concise with what I write. Twitter can be very confusing when you still new but as time goes by you can get used to it and it can be very interesting. The use of twitter was very interesting. I enjoyed the fact that learning did not only take place in the lecture rooms but even on social networks which you could take part in during your spare time. #ILoveIt
  • 68. Source: Wheeler 2011
  • 69.  Twitter is not as interesting as Facebook, but it’s been helpful academically. It is not clear and popular enough. Perhaps facebook can be used – students don’t go passed a day without it; it could stimulate more interaction. It’s too complicated. 140 characters is not enough to express my opinion; it’s frustrating. I dont understand twitter at all.
  • 70. Broader comments on course “Continue to find new ways of making the course and module interesting. The web page was something totally different.” “[I have learnt] doing group work without meeting any of the group members – you gotta love technology!” “Despite endless assignments the course is just so awesome and making you to eager to learn more.” A nearly unbelievable request: “Give us more assignments.” I definitely enjoy Friday classes; it’s worth waking up at 4:30am :)
  • 71.  98% of students agree that they have learnt A LOT in this module It has opened my eyes for gender stereotypes and changed my perspective in terms of gender This course help us to think critically before we talk and it build our standing point as the youth of South Africa Another thing, I loved is that I left each class having more questions than I did before, questions I may not get easy answers to… It opens our eyes to new experiences, to a new way of thinking. It makes us think of the grey areas in life and reminded me that not everything is as it seem.
  • 72. Do more assignments in hard copy. Old school teaching please!Carina rocks, l wish she would take me through and through, but esh online and wetpaint really sucks.Some of us hate spending more time in front of computers.
  • 73.
  • 74. Source: Youtube
  • 75. Challenges for me• Poor digital literacy of students• Digital divide: Access to internet off campus?; no wifi on campus• E-safety, privacy & digital footprint• Digital people, but analogue students (Tan 2009): some students are expecting conventional lecturing
  • 76.  Follow incremental approach  Learn as you go  Use resources that already available Teamwork  Tutors  CenTAL, Writing Centre, ADD Model 21st century skills  Openness: The new Einsteins will be scientists who share…working online and in open ~ The Wall Street Journal, 29 October 2011  Conversation  Ethics  Crowdsource
  • 77. Quote by George SiemensQuote by George Siemens
  • 78.  Twitter: @carinavr Papers online: Rooyen Slides: Social bookmarking: Google site:
  • 79.  Lecturer must have contentknowledge, pedagogy knowledge and technology knowledge  AND be connected ourselves –become the learner you are trying to develop
  • 80. Source: Youtube
  • 81. e-Maturity @ UJResearch project by CenTAL 2011 Source: Amory 2011
  • 82. Source: Rainie 2011Don’t afraid be 
  • 83. From Latin Educere = to draw out what iswithin; = to bring out potential Adapted from Wheeler Oct 2011
  • 84. Stop imaginingwhy it won’t work. Start imaginingwhy it will ~Dan Rockwell
  • 85. Insanity: doingthe same thing over and over again and expectingdifferent results ~ Albert Einstein
  • 86. Source: Wheeler 2010 doctors save lives
  • 87.  Alsagoff ZA 2011 Social media & Web2.0 for learning. On slideshare Bell F 2011 Connectivism: Its place in theory-informed research and innovation in technology-enabled learning. International Review of Research in Open and Distance Learning 12(3): 98- 118 Cofino K The 21st century learner. On Slideshare Colwell C, Jelfs A & Richardsom JTE Older students’ use of digital technologies in distance education. Conole G 2010 The changing landscape of educational practices. Presentations at the NADE annual conference, Horten (Norway), 18th November 2010 Downes S 2011 Connectivism and personal learning. 17 October for Change MOOC Floro N 2011 The future of learning today. Presented to E-learning DevCon 2011 at Salt Lake City on 15-17 July Kovatcheva P 2011 The academic librarian on the move: The use of mobile technology in support to teaching, learning and research. Presentation to iBala workshop on 28 September 2011 at the CSIR Kuropatwa D 2010 Hybrid classrooms. Presentation on 13 April. On slideshare Lewis B 2010 The 21st century learner: Blended learning tools and the use of social networks. On Slideshare Moore D 2011 #Occupythelibrary. On Slideshare Pettiward J 2010 University 2.0? Using social software to enhance learner engagement. Presentation at Evolving e-learning concepts and skills, 1 June
  • 88.  Rainie L 2011 As learning goes mobile. On Slideshare Siemens G 2011 At the threshold: Higher education, complexity and change. Presentation to Unisa Conference on 1 September. On Slideshare Tolisano Shifts in 21st century learning. On Slideshare Wheeler S 2010 Transformation and inspiration through social media: Meeting the needs of the 21st century learner. Keynote speech for ULearn2010, Christchurch, New Zealand, 6-8 October Wheeler S Oct 2011 Learning and teaching in the digital age. Presentation to the 8th International Teacher Training Seminar, held in Barcelona on 6 October. Wheeler S 2011 Teaching and learning with Twitter. On Slideshare Williams R, Karousou R & Mackness J 2011 Emergent learning and learning ecologies in Web2.0. International Review of Research in Open and Distance Learning 12(3): 39-59 Other presentations on Slideshare by Peter Bihr, Jay Cross, Jane Dysart & Stephen Abram, Steve Hargadon, Derek Moore, John Moravec, Megan Poore, Marc Rosenberg, cahel Sauers, Cindy Wright If not acknowledged on slide, photos from Google Images and Pixabay (public domain)