Some possible futures of learning: lessons and enablers

Some posible futures for learning: Lessons and Enablers David Jones http://cq-pan.cqu.edu.au/david-jones/

Overview Context Current Practice Possible Futures Lessons Enablers

Context: Who am I

Kiersey architect

Ex-IS academic

Head of E-Learning & Materials Development (aka CD&DU), DTLS

Lot's of e-learning

http://flickr.com/photos/aviatordave/7007033/

Glass half empty - skeptic http://flickr.com/photos/aviatordave/7007033/

Overview Current Practice Possible Futures Lessons Enablers Context

Context: E-Learning?

the use of information and communications technology to support and enhance learning and teaching in higher education institutions (HEIs)

OECD (2005). E-Learning in Tertiary Education: Where do we stand? Paris, France, Centre for Educational Research and Innovation, Organisation for Economic Co-operation and Development. http://new.sourceoecd.org/education/9264009205

E-Learning is silly

Vast majority of learning@CQU relies on ICTs

Adding "e-" is an immigrant practice

Context: Determinism #1

… the relationship between educational progress and technological innovation is one of mutual influence and implication , how it involves a range of other factors, and how technological "progress" can sometimes be stopped dead in its tracks …

Norm Friesen, E-Learning Myth #2: Technology drives educational change http://learningspaces.org/myths/determinism.html

Context: Determinism #2

For both research and practice, an appreciation of the complex and unpredictable dynamic between technology and education implies an openness to users' appropriation and rejection of technology, and a healthy skepticism towards bold technological predictions or visions.

Norm Friesen, E-Learning Myth #2: Technology drives educational change http://learningspaces.org/myths/determinism.html

Overview Context Possible Futures Lessons Enablers Current Practice

Overview Context Lessons Enablers Current Practice Possible Futures

http://shifthappens.wikispaces.com/

August 2006 - Arapahoe High School

June 2007 - 5 million online viewers

Modifications, remixes, parodies and finally updated version

People are changing

Our students have changed radically . Today’s students are no longer the people our educational system was designed to teach.

Marc Prensky (2001). Digital Natives, Digital Immigrants . On the Horizon . 9(5) http://www.marcprensky.com/writing/

People are changing

For the first time in history children are more comfortable, knowledgeable, and literate than their parents about an innovation central to their society. And it is through the use of the digital media that the N-Generation will develop and superimpose its culture on the rest of society”

Don Tapscott (1997) Growing up Digital: The Rise of the Net Generation, McGraw-Hill

Can you hear this? http://en.wikipedia.org/wiki/Teen_Buzz

http://www.educause.edu/content.asp?PAGE_ID=5989&bhcp=1

Some disagreement

… young people..are.. claiming greater online self-efficacy and skills than…their parents (Livingstone, Bober & Helsper, 2005) . … do not take these claims at face value , and universalize them to youth in general. Instead.. the complex skills needed to effectively utilize the Internet are distributed not only by age, but also by “gender and socio-economic status” (Livingstone, Bober & Helsper, 2005) .

Norm Friesen, E-Learning Myth #1: The "Net Gen" Myth http://ipseity.blogsome.com/2006/08/14/p36/ Sonia Livingstone, Magdalena Bober & Ellen Helsper (2005), Active participation or just more information? Information, Communication and Society 8(3): 287-314

More complex continuum

Per tool breakdown

Digital Voyeur Knowing

Digital Immigrant Participating

Digital Native Living

Christopher Harris(2006). Knowing | Particpating | Living, http://schoolof.info/informancy/?p=159

Introducing the book http://www.youtube.com/watch?v=pQHX-SjgQvQ

Literacy Everyone Everyone Programmers Priests, wealthy, educated Specialised technicians Scribes Programming Writing

Literacy http://techrepublic.com.com/5100-10878_11-5053961.html Everyone Everyone Programmers Priests, wealthy, educated Specialised technicians Scribes Programming Writing

Where are we? Context Possible Futures Lessons Enablers Current Practice

CQU Courses - T2, 2006

% Feature Use

% Feature Use 0.93 posts per student

% Feature Use 9% assessable

% Feature Use 3.2 posts/student

Stuck in the CMS

Uni e-learning = Course Management System

Course offering centric

Little flexibility, little use, little innovation

Client/Server

Overview Context Current Practice Possible Futures Enablers Lessons

Lessons

TPCK

There are many learning theories

Challenging the cognitivist/constructivist orthodoxy

Content is not scarce

Lessons

TPCK

What do you need to know to teach @ CQU?

http://www.tpck.org/ Technological Pedagogical Content Knowledge

True technology integration is understanding and negotiating the relationships between these three components of knowledge.

A teacher capable of negotiating these relationships represents a form of expertise different from, and greater than, the knowledge of a disciplinary expert, a technology expert and a pedagogical expert.

http://www.tpck.org/

Lessons

TPCK

Learning "Orthodoxy"

Behaviourist

Cognitivist

Constructivist

Connectivism

At its heart, connectivism is the thesis that knowledge is distributed across a network of connections , and therefore that learning consists of the ability to construct and traverse those networks …. connectivism denies that knowledge is propositional . That is to say, these other theories are 'cognitivist', in the sense that they depict knowledge and learning as being grounded in language and logic.

http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html http://www.elearnspace.org/media/SituatingConnectivism/player.html

Connectivism Conference

http://ltc.umanitoba.ca/moodle/course/view.php?id=9

Lessons

TPCK

Guess the source?

Lectures were once useful; but now, when all can read, and books are so numerous, lectures are unnecessary.

Guess the source?

Lectures were once useful; but now, when all can read, and books are so numerous, lectures are unnecessary.

Samuel Johnson - 1781

http://en.wikipedia.org/wiki/Image:Samuel_Johnson_by_Joshua_Reynolds.jpg

Scarcity and changes

Lecture -- scarce books

"action of reading, that which is read"

Textbooks -- scarce media

Face-to-face -- scarce time

Web -- abundance

Multiple points of entry

Flexiblity through diverse sources

http://www.h-net.org/teaching/essays/mcclymer.html

Why a content focus?

Under the regime of scarcity, exposition typically replaces inquiry.

http://www.h-net.org/teaching/essays/mcclymer.html

The Long Tail http://longtailbook.co.uk/

CQU's Long Tail

Scarcity - enrolment

IT and the network makes it possible to serve the long tail

Though practices have to change

Saul Fisher (2005) Long Tails in Higher Education http://www.insidehighered.com/views/2005/05/27/fisher

Enablers

Web 2.0 - the read/write web

Software as a service

3D worlds

Everything is open

http://flickr.com/photos/kosmar/62381076/

Web 2.0 Video

Watch the video

http://mediatedcultures.net/ksudigg/?p=84

http://www.youtube.com/watch?v=6gmP4nk0EOE

The "cultural" approach

http://www.youtube.com/video_response_view_all?v=6gmP4nk0EOE

Responses

http://www.youtube.com/watch?v=EAVmB5dKZZ8 A nice response

http://mojiti.com/kan/2024/3668 Let's annotate it

Web 2.0 Implications

Everything is open

Remixing - mashups - "prosumer"

Usability

Insert creative commons movie here

Everything is open

Three rules (Polese, 2004) :

Nobody owns it

Everybody uses it

Anybody can improve it

Current examples

Open source

Open content

Social software - Wikis, Blogs

http://creativecommons.org/

Who's doing it?

http://www.ocwconsortium.org/about/members.shtml

http://www.core.org.cn/en/index.htm

"education can be advanced---by constantly widening access to information and by inspiring others to participate" - Charles Vest

CQU site #2

19 Sep 2006 - No Google entry 12 Jan 2007 - #50 Google entry 26 Jun 2007 - #24 Google entry

Overview Context Current Practice Lessons Enablers Possible Futures

"Web 2.0 Course Site"

A trial in T2, 2007

Majority of the services/content/site

Not hosted on CQU servers

Open to anyone to look at and contribute

Implemented as mash ups

Announcements

Learning Space

Portfolio & Weblog

Learning Space

Resources

Everything is open

Usability

Mashups

Application that combines content from more than one source into an integrated experience - Wikipedia

http://flickrvision.com/maps/show_3d

http://dotsub.com/films/inplainenglish/index.php

http://mojiti.com/kan/2024/4774

Produce/consumer

Students as co-producers

A podcast mashup

Course podcast

Created by students and staff

Finding interesting resources on the web

Tagging with del.icio.us

Tag a resource

Saved on del.icio.us

Podcast generated by feedburner

View via iTune (or other tool)

Don't like the name and description

Edit it on del.icio.us

Update the podcast

Everything is open

Usability

Everything is open

Usability

The CQU approach

Usability

Everything is open

Usability

The Web 2.0 alternative

Usability

Enablers

RSS and feeds

3D worlds

Wikipedia definition

is a software application delivery model where a software vendor develops a web-native software application and hosts and operates … the application for use by its customers over the Internet.