Some possible futures of learning: lessons and enablers

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A second version of a presentation looking at a small sample of potential future directions which learning may take in the next couple of years. Tends to lean towards the impact of ICTs, Web2.0 and …

A second version of a presentation looking at a small sample of potential future directions which learning may take in the next couple of years. Tends to lean towards the impact of ICTs, Web2.0 and associated ideas and not engage as fully as it should with changes in understanding about learning - maybe in the future. More information about the presentation can be found

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  • 1. Some posible futures for learning: Lessons and Enablers David Jones http://cq-pan.cqu.edu.au/david-jones/
  • 2. Overview Context Current Practice Possible Futures Lessons Enablers
  • 3. 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/
  • 4. Glass half empty - skeptic http://flickr.com/photos/aviatordave/7007033/
  • 5. Overview Current Practice Possible Futures Lessons Enablers Context
  • 6. 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
  • 7. E-Learning is silly
    • Vast majority of learning@CQU relies on ICTs
    • Adding "e-" is an immigrant practice
  • 8. 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
  • 9. 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
  • 10. Overview Context Current Practice Possible Futures Lessons Enablers
  • 11. Overview Context Current Practice Possible Futures Lessons Enablers
  • 12. Overview Context Possible Futures Lessons Enablers Current Practice
  • 13. Overview Context Lessons Enablers Current Practice Possible Futures
  • 14. http://shifthappens.wikispaces.com/
  • 15. http://shifthappens.wikispaces.com/
    • August 2006 - Arapahoe High School
    • June 2007 - 5 million online viewers
    • Modifications, remixes, parodies and finally updated version
  • 16. 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/
  • 17. 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
  • 18. Can you hear this? http://en.wikipedia.org/wiki/Teen_Buzz
  • 19. http://www.educause.edu/content.asp?PAGE_ID=5989&bhcp=1
  • 20. 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
  • 21. 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
  • 22. Introducing the book http://www.youtube.com/watch?v=pQHX-SjgQvQ
  • 23. Literacy Everyone Everyone Programmers Priests, wealthy, educated Specialised technicians Scribes Programming Writing
  • 24. Literacy http://techrepublic.com.com/5100-10878_11-5053961.html Everyone Everyone Programmers Priests, wealthy, educated Specialised technicians Scribes Programming Writing
  • 25. Where are we? Context Possible Futures Lessons Enablers Current Practice
  • 26. CQU Courses - T2, 2006
  • 27. % Feature Use
  • 28. % Feature Use 0.93 posts per student
  • 29. % Feature Use 9% assessable
  • 30. % Feature Use 3.2 posts/student
  • 31. Stuck in the CMS
    • Uni e-learning = Course Management System
    • Course offering centric
    • Little flexibility, little use, little innovation
    • Client/Server
  • 32. Overview Context Current Practice Possible Futures Enablers Lessons
  • 33. Lessons
    • TPCK
    • There are many learning theories
      • Challenging the cognitivist/constructivist orthodoxy
    • Content is not scarce
  • 34. Lessons
    • TPCK
    • There are many learning theories
      • Challenging the cognitivist/constructivist orthodoxy
    • Content is not scarce
    What do you need to know to teach @ CQU?
  • 35. http://www.tpck.org/ Technological Pedagogical Content Knowledge
  • 36.
    • 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/
  • 37. Lessons
    • TPCK
    • There are many learning theories
      • Challenging the cognitivist/constructivist orthodoxy
    • Content is not scarce
  • 38. Learning "Orthodoxy"
    • Behaviourist
    • Cognitivist
    • Constructivist
  • 39. 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
  • 40. Connectivism Conference
    • http://ltc.umanitoba.ca/moodle/course/view.php?id=9
  • 41. Lessons
    • TPCK
    • There are many learning theories
      • Challenging the cognitivist/constructivist orthodoxy
    • Content is not scarce
  • 42. Guess the source?
    • Lectures were once useful; but now, when all can read, and books are so numerous, lectures are unnecessary.
  • 43. 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
  • 44. 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
  • 45. Why a content focus?
    • Under the regime of scarcity, exposition typically replaces inquiry.
    http://www.h-net.org/teaching/essays/mcclymer.html
  • 46. The Long Tail http://longtailbook.co.uk/
  • 47. CQU's Long Tail
  • 48. 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
  • 49. Overview Context Current Practice Possible Futures Lessons Enablers
  • 50. Enablers
    • Web 2.0 - the read/write web
    • Software as a service
    • 3D worlds
    • Everything is open
  • 51. http://flickr.com/photos/kosmar/62381076/
  • 52. Web 2.0 Video
  • 53. 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
  • 54. Web 2.0 Implications
    • Everything is open
    • Remixing - mashups - "prosumer"
    • Usability
  • 55.
    • Insert creative commons movie here
  • 56. 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/
  • 57. 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
  • 58.  
  • 59. CQU site #2
  • 60.  
  • 61. 19 Sep 2006 - No Google entry 12 Jan 2007 - #50 Google entry 26 Jun 2007 - #24 Google entry
  • 62. Overview Context Current Practice Lessons Enablers Possible Futures
  • 63. "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
  • 64.  
  • 65. Announcements
  • 66.  
  • 67. Learning Space
  • 68.  
  • 69. Portfolio & Weblog
  • 70. Learning Space
  • 71. Resources
  • 72. Resources
  • 73. Web 2.0 Implications
    • Everything is open
    • Remixing - mashups - "prosumer"
    • Usability
  • 74. 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
  • 75. Produce/consumer
  • 76.  
  • 77. Students as co-producers
  • 78. A podcast mashup
    • Course podcast
      • Created by students and staff
      • Finding interesting resources on the web
      • Tagging with del.icio.us
  • 79. Tag a resource
  • 80. Saved on del.icio.us
  • 81. Podcast generated by feedburner
  • 82. View via iTune (or other tool)
  • 83. Don't like the name and description
  • 84. Edit it on del.icio.us
  • 85. Update the podcast
  • 86. Web 2.0 Implications
    • Everything is open
    • Remixing - mashups - "prosumer"
    • Usability
  • 87. Web 2.0 Implications
    • Everything is open
    • Remixing - mashups - "prosumer"
    • Usability
    • The CQU approach
  • 88. Usability
  • 89. Usability
  • 90. Usability
  • 91. Usability
  • 92. Web 2.0 Implications
    • Everything is open
    • Remixing - mashups - "prosumer"
    • Usability
    • The Web 2.0 alternative
  • 93. Usability
  • 94. Usability
  • 95. Usability
  • 96. Usability
  • 97. Enablers
    • Web 2.0 - the read/write web
    • Software as a service
    • RSS and feeds
    • 3D worlds
  • 98. 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.
    • Customers pay not for owning the software itself but for using it.
  • 99.  
  • 100. Up the abstraction layer
  • 101. Enablers
    • Web 2.0 - the read/write web
    • Software as a service
    • RSS and feeds
    • 3D worlds
  • 102. RSS in plain english
    • http://www.commoncraft.com/rss_plain_english
  • 103. "I go get" web
  • 104. "Come to me" web
  • 105. Enablers
    • Web 2.0 - the read/write web
    • Software as a service
    • RSS and feeds
    • 3D worlds
  • 106. Second Life
  • 107. Overview Context Current Practice Lessons Enablers Possible Futures
  • 108. Futures @ CQU
    • Web 2.0 Course Site http://cq-pan.cqu.edu.au/david-jones/blog/?cat=9
    • BAM - Blog Aggregation Management http://cq-pan.cqu.edu.au/david-jones/Projects/BAM/
    • Web 2.0 CoP [email_address]
    • 23 Things http://sjlibrary23.blogspot.com/
  • 109. What do you think?
    • How are your teaching ideas
      • Dealing with exponential times?
      • Dealing with changes in students?
      • Harnessing the improved technologies?
    • How can we help?