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An OER by nefg which summarises the Digital Practitioner Research commissioned by LSIS; teachers are now confidently curious in using a range of new digital technologies and their personal use is now …

An OER by nefg which summarises the Digital Practitioner Research commissioned by LSIS; teachers are now confidently curious in using a range of new digital technologies and their personal use is now informing their professional practice. We provide research information and some context and ask how people might intend to improve their digital practice professionally

Published in Education
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  • Yay! Just uploaded 3rd revision (thanks to @ilenedawn) in .pptx (thanks to Nigel Ecclesfield) & all the links now work
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  • Thanks Pamela - good spot! You will be pleased to hear that slides 26 & 27 were the very basis of the research. Slide 26 was the process we adopted, and which can be built up, Slide 27 was the interpretive framework we applied.
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  • Hi Fred.
    I like this.
    Maybe we can look at it more at Everything Unplugged. For instance, I'd be interested in more examples ref slides 26 and 27. I am cautious of reading generalisations and finding myself saying 'Yes, yes'. I often discover later that there is some crucial mismatch between the specifics I'm fitting to the generalisations and the specifics that the generator of the generalisation had in mind - so I'd be interested in more specifics.
    Yours curiously,
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  • Dialogical opportunities help us to satisfy not sate our curiousity. Dialogue is generative not definitive for learning.


  • 1. I am Curious;#Digital Curious Digital I am timelyWhat the Digital Native did nextA timely intervention by nefg #2– October 2012
  • 2. Seems we are surrounded by technology
  • 3. Pushing new affordancesat us• Samsung Galaxy S III• 16GB Marble white.• The stunning Samsung Galaxy S III lets you make a call without pressing a button using the Direct Call feature.• Huge 4.8" HD Super AMOLED display• Super-fast 1.4 GHz quad-core processor• Android™ 4.0 operating system (Ice Cream Sandwich)• 8 megapixel low-light camera with auto- focus and LED flash• Full HD video recording and playback• Up to 16GB internal memory• S Voice recognition system• Available in Marble White or Pebble Blue
  • 4. Softwareto do this
  • 5. Networksto do that
  • 6. Are we moving into a connectedworld?
  • 7. Or one of digital utilities? #FB
  • 8. Are you Curious about the future?
  • 9. So are we…
  • 10. A long time ago Mark Prensky named Digital Natives”now we are all co-creating inNet connectedness"
  • 11. Participation is in permanent beta
  • 12. Communication became really fast So what happened next?
  • 13. The Digital Natives went to college& used their digital curiositycreatively
  • 14. Curiosity lets us use our empathy togenerate dialogical opportunities
  • 15. Staff need to search, provide and evaluate Level Responsibility Aim Strategic Senior Technical Enabling Managers Infrastructure Platform Staff Course Team Learning Learning Resources Ecology Students Students Union New Resource Technologies Discoveryas Technology Stewards in Digital Habitats
  • 16. learners need to play, discover &share
  • 17. So, how can we encourage curiosity?
  • 18. With performance-targets &benchmarks? a
  • 19. By getting hold of the latest gadgets?
  • 20. Or through reflection &feeling?
  • 21. &communicating with our peers?
  • 22. in intentional Communities ofPractice
  • 23. Well! How did we get here?
  • 24. We surveyed1000practicingcollege professionals 24
  • 25. to reflect on their feelings bout using technology Higher level thinking Indicative description1 Drive to think & work flexibly The ability to use technology in different ways than originally covered in training or the Manual. Making technology bring learning to life. Personalising learning through the use of technology2 Ability to adapt technology The ability to make technology contribute to learning for learners rather than seeing to purposeful pedagogy technology as an end in itself. Includes widening participation, increasing retention, particularly amongst hard-to-reach learners3 Vision to create imaginative Learning and demonstrating the skill of redesigning teaching and learning by blended learning design blending in technology to other forms and methods of teaching and learning. This refers to skills developed through practice and engagement with peers and learners rather than in formal sessions or using formal learning resources4 Curiosity to involve learners The Learner Voice. Involving learners in the design and personalising of learning. in curriculum delivery & Student e-learning monitors in classes. Involving learners in the experience of design learning in the widest sense5 Imagination to develop Using technology in helping learners to develop management of their own journey, to future learning plans account for their learning and plan future learning. Improving the tutorial process, making learning more relevant to the needs of each individual learner6 Desire to account for Using technology to develop the skills of reflective thinking. Capturing ideas and personal and purposeful themes to inform teacher learning journeys through personal learning space. effectiveness Developing professional accountability7 Capacity to develop To look across and out of the organisation to work with and for others. An open collaborative and mindedness. Working adaptively to accommodate the ideas of others. Assimilation of 25 cooperative working the best ideas.
  • 26. Turns out they were curious digital so what did their curiosity reveal?26
  • 27. Curiosity leads to “flexible & adaptive thinking” Jonathan Mugan – The Curiosity Cycle
  • 28. Starting withtheir personalexperiences ofusingtechnology
  • 29. They enhanced their professionalpractice with confidence
  • 30. They were student-centred, reflectivepractitioners
  • 31. Developing new teaching and Learningstrategies
  • 32. In their lives, Moodle is a given
  • 33. Apps offer opportunities
  • 34. Ideas emerge from exploring technology personally
  • 35. Transformation comes from;Designing “Artfully-constructed,student-centred learning experiences”
  • 36. We found that Digital Practitioners;Explore;• With Confidence• Think DivergentlyTrust in;• A Tapestry of Technology• Student Play• Bring Your Own DeviceUse;• Personal curiosity to Discover resources& Collaborate confidently
  • 37. The personal is professional Confident digital practitioners will help create e-mature institutions
  • 38. How will you develop your practice? • Digital Practitioner • ( • Craft of Teaching • • Technology Stewards • • Co-creating Open Scholarship • • mlearning • • Networked Learning •
  • 39. Further Resources• Web 2.0 tech for Learning; Charles Crook et al• What is Web 2.0? O’Reilly• Digital Habitats; Etienne Wenger• Intentional Communities of Practice; Thomas Cochrane• Social Networks of Learning; Caroline Haythornthwaite• Open Context Model of Learning & the Craft of Teaching• Aggregate then Curate with• Architecture of Participation• Images Fred Garnett, Naomi Grew, Geoff Rebbeck as well as creative commons via Google Images, let us know any errors - thanks
  • 40. What’s Next? The curious, digital practitioner,needs new forms of adaptive institutional support Responsive Supportive Adaptive Fit for context to be continued nefg#3
  • 41. I am Curious;#Digital Curious Digital I am@fredgarnett LKLNigel Ecclesfield JISC timelyGeoff Rebbeck & Naomi Grew LSISWhat the Digital Native did nextA timely intervention by nefg– October 2012