iTechnology in MobileLearning & Teaching in the   21 st . Century  - Ireland SITE 2009   Dr. Daithi Ó Murchú SITE 2009   [...
Quo Vadis ?
No one  knows  anything
The overall educational challenge of today’s knowledge society is the enhancement of learning through and beyond  M obile ...
This global challenge requires  creativity  as well as  innovation  and  change  in educational psyche to identify didacti...
For all intensive purposes  i-learning  is defined as being  innovative, inclusive, integrative, imaginative, inspired, in...
All M i-learning ought to be, by definition,  incitive   as it challenges every educator, in each and every organisation, ...
“ Learning for learning's sake isn't enough . . . . We may learn things that constrict our vision and warp our judgment. W...
The traditional learning model is not relevant to real student needs   <ul><li>Today's workplaces and communities - and to...
The traditional learning model is not relevant to real student needs   <ul><li>These individuals must  learn in a rapidly ...
Instructor-Dependent PC a ‘nice to have’ Happy to wait Learn ‘What’ or ‘How’ Avoid discomfort  Learn & Apply Independent  ...
No Frontiers GainingVision MiL
The traditional learning model is not relevant to real student needs   “ Learning to Learn =L2L2A ”
Prosumerism Prosumerism MiL MiLearning Constructionism Consructionism
<ul><li>2005 -2025 -Food for Thought  (Ó Murchú & Sorensen, 2009). </li></ul><ul><li>2005-2025: </li></ul><ul><li>Global w...
<ul><li>2005 -2025 -Food for Thought  (Ó Murchú & Sorensen, 2009). </li></ul><ul><li>Information overload  becomes commonp...
<ul><li>Being connected  is accepted but intrusive as personal privacy is virtually non-existent.  </li></ul><ul><li>Conti...
<ul><li>The holistic , meaningful and soulful human being is challenged to find meaning in a world wholly connected withou...
Gaining Vision - MiL
Cutting-edge tools and Convergerences for the 21st Century Curricula An International Vision - Ireland Dr. Daithi Ó Murchú...
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Site 2009 Final Domurchu

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Cutting-edge tools and Convergerences for the 21st Century Curricula
An International Vision

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  • 20 th Century Learning &amp; employment: a linear journey along a road built for you.
  • This is your future. And it’s not just a metaphor to say ‘you can do what you want’. It reflects the fact that WE know nothing. No one knows anything. We have no idea what YOUR world will be like – but we do know that the ability to learn will be the one vital skill necessary, in order to deal with the challenges ahead of you.
  • This is your future. And it’s not just a metaphor to say ‘you can do what you want’. It reflects the fact that WE know nothing. No one knows anything. We have no idea what YOUR world will be like – but we do know that the ability to learn will be the one vital skill necessary, in order to deal with the challenges ahead of you.
  • This is your future. And it’s not just a metaphor to say ‘you can do what you want’. It reflects the fact that WE know nothing. No one knows anything. We have no idea what YOUR world will be like – but we do know that the ability to learn will be the one vital skill necessary, in order to deal with the challenges ahead of you.
  • This is your future. And it’s not just a metaphor to say ‘you can do what you want’. It reflects the fact that WE know nothing. No one knows anything. We have no idea what YOUR world will be like – but we do know that the ability to learn will be the one vital skill necessary, in order to deal with the challenges ahead of you.
  • This is your future. And it’s not just a metaphor to say ‘you can do what you want’. It reflects the fact that WE know nothing. No one knows anything. We have no idea what YOUR world will be like – but we do know that the ability to learn will be the one vital skill necessary, in order to deal with the challenges ahead of you.
  • 20 th Century Learners versus 21 st Century Learners
  • 21 st Century Learning - No Frontiers. You are the first generation who can go anywhere, do anything; and determine your OWN futures.
  • The old barriers between ‘student’ and ‘teacher’ &amp; between ‘creator’ and ‘consumer’ are breaking down. Learning is a shared experience and is a collaborative process.
  • As with Charles Handy’s vital ‘e’ factors associated with all successful Management Organisations and Schools in the 1990s, “excitement, enthusiasm, energy, excellence, effectiveness, exuberance”, the letter ‘i’ also has its indicative connotations beyond Handy’s ‘e’ factors and Apple’s iPod, iTunes, iBook and iPhone. The ‘i’ we propose, challenges us to perceive 21 st -century learning beyond the regurgitation of facts, beyond the technology itself as merely a tool for learning and explore at the innovative, integrative, inclusive and inspiring possibilities within today’s technology-enhanced learning environments.
  • As with Charles Handy’s vital ‘e’ factors associated with all successful Management Organisations and Schools in the 1990s, “excitement, enthusiasm, energy, excellence, effectiveness, exuberance”, the letter ‘i’ also has its indicative connotations beyond Handy’s ‘e’ factors and Apple’s iPod, iTunes, iBook and iPhone. The ‘i’ we propose, challenges us to perceive 21 st -century learning beyond the regurgitation of facts, beyond the technology itself as merely a tool for learning and explore at the innovative, integrative, inclusive and inspiring possibilities within today’s technology-enhanced learning environments.
  • As with Charles Handy’s vital ‘e’ factors associated with all successful Management Organisations and Schools in the 1990s, “excitement, enthusiasm, energy, excellence, effectiveness, exuberance”, the letter ‘i’ also has its indicative connotations beyond Handy’s ‘e’ factors and Apple’s iPod, iTunes, iBook and iPhone. The ‘i’ we propose, challenges us to perceive 21 st -century learning beyond the regurgitation of facts, beyond the technology itself as merely a tool for learning and explore at the innovative, integrative, inclusive and inspiring possibilities within today’s technology-enhanced learning environments.
  • As with Charles Handy’s vital ‘e’ factors associated with all successful Management Organisations and Schools in the 1990s, “excitement, enthusiasm, energy, excellence, effectiveness, exuberance”, the letter ‘i’ also has its indicative connotations beyond Handy’s ‘e’ factors and Apple’s iPod, iTunes, iBook and iPhone. The ‘i’ we propose, challenges us to perceive 21 st -century learning beyond the regurgitation of facts, beyond the technology itself as merely a tool for learning and explore at the innovative, integrative, inclusive and inspiring possibilities within today’s technology-enhanced learning environments.
  • As with Charles Handy’s vital ‘e’ factors associated with all successful Management Organisations and Schools in the 1990s, “excitement, enthusiasm, energy, excellence, effectiveness, exuberance”, the letter ‘i’ also has its indicative connotations beyond Handy’s ‘e’ factors and Apple’s iPod, iTunes, iBook and iPhone. The ‘i’ we propose, challenges us to perceive 21 st -century learning beyond the regurgitation of facts, beyond the technology itself as merely a tool for learning and explore at the innovative, integrative, inclusive and inspiring possibilities within today’s technology-enhanced learning environments.
  • Site 2009 Final Domurchu

    1. 1. iTechnology in MobileLearning & Teaching in the 21 st . Century - Ireland SITE 2009 Dr. Daithi Ó Murchú SITE 2009 [email_address] www.gaelscoil.com Cutting-edge tools and Convergerences for the 21st Century Curricula An International Vision
    2. 2. Quo Vadis ?
    3. 3. No one knows anything
    4. 4. The overall educational challenge of today’s knowledge society is the enhancement of learning through and beyond M obile D igital I nformation and C ommunication T echnologie s , ( M-DICTs ) (ÓMurchú & Sorensen, 2009)
    5. 5. This global challenge requires creativity as well as innovation and change in educational psyche to identify didactic paradigms, which allow for transformative learning processes to unfold in real-time and virtual contexts in ways that truly provide quality in processes of learning at all levels, (Bates, 1999; Collis, 1996; Koschmann, 2002; Collis, 2001, Sorensen & Ó Murchú, 2005, Ó Murchú & Sorensen, 2009). From an Irish perspective I will refer to M obile i - L earning ( MiL ) at all levels, evolving towards and beyond invisible M-DICTs.
    6. 6. For all intensive purposes i-learning is defined as being innovative, inclusive, integrative, imaginative, inspired, inventive, intuitive and ingenious learning, which utilises all forms of M-DICTs to enhance encultured learning in real and virtual settings and environments globally. (Ó Murchú, 2005, Sorensen & Ó Murchú, 2006, 2009).
    7. 7. All M i-learning ought to be, by definition, incitive as it challenges every educator, in each and every organisation, to resourcefully and skilfully debate, transform and adapt all technology usage to enhance the multiply-intelligenced individual in transforming his/her meaningful learning in an encultured and authentic fashion, (Ó Murchú, 2005, Sorensen & Ó Murchú, 2006, 2009).
    8. 8. “ Learning for learning's sake isn't enough . . . . We may learn things that constrict our vision and warp our judgment. What we must reach for is a conception of perpetual self-discovery, perpetual reshaping to realize one's goals, to realize one's best self, to be the person one could be.” Gardner (1983).
    9. 9. The traditional learning model is not relevant to real student needs <ul><li>Today's workplaces and communities - and tomorrow's - have tougher requirements than ever before. They need citizens who can think critically, strategically, individually and collaboratively to solve problems . </li></ul>
    10. 10. The traditional learning model is not relevant to real student needs <ul><li>These individuals must learn in a rapidly changing environment , and Construct knowledge taken from numerous sources and different perspectives. CPA Stone 2001. </li></ul><ul><li>They must understand systems in diverse contexts, and collaborate locally and around the globe as active citizens . </li></ul>
    11. 11. Instructor-Dependent PC a ‘nice to have’ Happy to wait Learn ‘What’ or ‘How’ Avoid discomfort Learn & Apply Independent Problem-solvers Technology a ‘must have’ Want immediate answers Start with ‘Why?’ Fearless Learn Apply UnLearn... 20th Century 21st Century
    12. 12. No Frontiers GainingVision MiL
    13. 13. The traditional learning model is not relevant to real student needs “ Learning to Learn =L2L2A ”
    14. 14. Prosumerism Prosumerism MiL MiLearning Constructionism Consructionism
    15. 15. <ul><li>2005 -2025 -Food for Thought (Ó Murchú & Sorensen, 2009). </li></ul><ul><li>2005-2025: </li></ul><ul><li>Global web-based , web 2/3 technologies centre of gravity. </li></ul><ul><li>Mi- intelligence will dictate reality in a global society of pervasive super-computing . </li></ul><ul><li>‘ Web-beings’ with synchronous, mobile communication, built-in to our person, 24X7. </li></ul>
    16. 16. <ul><li>2005 -2025 -Food for Thought (Ó Murchú & Sorensen, 2009). </li></ul><ul><li>Information overload becomes commonplace. </li></ul><ul><li>Wild cards such as nanotechnology and phenotropics (software) take things in completely unexpected directions. </li></ul><ul><li>Continuous partial attention is a must ‘behaviour’ to survive the pace of life. </li></ul>
    17. 17. <ul><li>Being connected is accepted but intrusive as personal privacy is virtually non-existent. </li></ul><ul><li>Continuous partial attention is the work-ethic of life as our connectivity is multi-laired and productivity demands the capacity to multi-task. </li></ul><ul><li>Living spaces are web-controlled and accessible globally. </li></ul>
    18. 18. <ul><li>The holistic , meaningful and soulful human being is challenged to find meaning in a world wholly connected without desire to embrace traditional conformity. </li></ul><ul><li>Mi Learning will dominate schooling at all levels and teaching as we know it will be multi-rolling and facilitating individual self-directed learning. </li></ul><ul><li>Seeking self and meaning will be challenging as virtuality and super technologies offer longevity and ‘happiness’. </li></ul>
    19. 19. Gaining Vision - MiL
    20. 20. Cutting-edge tools and Convergerences for the 21st Century Curricula An International Vision - Ireland Dr. Daithi Ó Murchú SITE 2009 [email_address] www.gaelscoil.com inspired inventive intuitive integrative ingenious inclusive imaginative innovative Dr.Daithí Ó Murchú M i L

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