Rethinkinglearning andteaching in a digital age                Gráinne Conole            The Open University, UK          ...
A little context…
A little context…My background:IrishPhD Chemistry
A little context…My background:IrishPhD ChemistryResearch interests:Professor of e-learning at the OULearner and teachers’...
A little context…My background:IrishPhD ChemistryResearch interests:Professor of e-learning at the OULearner and teachers’...
Overview• Today’s educational context• Social and participatory  media• Pedagogies of e-learning• Digital literacies• Comm...
Today’s educational context• Rapidly changing  technological environment• New digital literacy skills  needed for learners...
Limitless• Unbounded  intelligence• Unlocking  potential• Distributed  cognition (people  and technologies)               ...
Social and participatory media                   6                            Conole and Alevizou, 2010
Social and participatory media                   6        Media sharing                            Conole and Alevizou, 2010
Social and participatory media                   6        Media sharing    Blogging                            Conole and ...
Social and participatory media                   6        Media sharing    Blogging                                       ...
Social and participatory media                   6        Media sharing    Blogging                                       ...
Social and participatory media                   6        Media sharing    Blogging                                       ...
Social and participatory media                     6        Media sharing     Blogging                                    ...
Social and participatory media                     6        Media sharing     Blogging                                    ...
Social and participatory media                            6               Media sharing     Blogging                      ...
Social and participatory media                              6                 Media sharing     Blogging                  ...
Social and participatory media                              6                 Media sharing     Blogging   Mash ups       ...
The machine is Us/ing us
Peercritiquing             The machine is Us/ing us
Peercritiquing  Usergenerated content             The machine is Us/ing us
Peercritiquing  Usergenerated contentNetworked             The machine is Us/ing us
Peer                                 Opencritiquing  Usergenerated contentNetworked             The machine is Us/ing us
Peer                                  Opencritiquing  User                                         Collectivegenerated    ...
Peer                                   Opencritiquing  User                                         Collectivegenerated   ...
Mayes & De Freitas, 2004Pedagogies of e-learning   Dyke et. al, 2007                           Conole, 2010a              ...
Mayes & De Freitas, 2004Pedagogies of e-learning          Dyke et. al, 2007                                  Conole, 2010a...
Mayes & De Freitas, 2004Pedagogies of e-learning                      Dyke et. al, 2007                                   ...
Mayes & De Freitas, 2004Pedagogies of e-learning                      Dyke et. al, 2007                                   ...
Mayes & De Freitas, 2004Pedagogies of e-learning                      Dyke et. al, 2007                                   ...
Mayes & De Freitas, 2004   Pedagogies of e-learning                              Dyke et. al, 2007                        ...
Mayes & De Freitas, 2004   Pedagogies of e-learning                              Dyke et. al, 2007                        ...
Mayes & De Freitas, 2004   Pedagogies of e-learning                              Dyke et. al, 2007                        ...
Mayes & De Freitas, 2004   Pedagogies of e-learning                              Dyke et. al, 2007                        ...
Some case study examples           E-training,         Interactive materials,       drill and practice          e-assessme...
E-training, drill and practice        McNaught, 2010, Edmedia Keynote
Going mobile    E-books    Study calendars    Learning resources    Online modules    Communication mechanisms
Inquiry-based learning                         My communityThe Personal Inquiry projectInquiry-based learning across forma...
Resource-based learning                                        GL                                          OM             ...
Mash ups                         14           http://voicethread.com/
Situative and role-based learning                      What can avatars do? Virtual realities in                      coll...
SecondLife          16• Heightened sense  of telepresence• Importance of  non-verbal clues• Conveying  emotional state• St...
Reflective and dialogic learning                        Uses                        Blogs and E-portfolios for personal re...
Using media for my Spanish learning     18 Completed two OU Spanish courses(books, DVDs, audio conferencing, f-to-f tutor...
Livemocha   19
Role play   20
Busuu   21
Spanish meetup   22
facebook   23
24Effective use of new technologies requires a radical rethink of the core learning and teaching processes; a shift from d...
Digital literacies               Jenkins et al, 2006
Digital literaciesPerformance                         SimulationAppropriation                       JudgementNetworking   ...
Creativity      Special issue EURODL: Creativity and OER
Definition   • Derived from Latin ‘creo’              to create/make            • About creating              something new...
Why is it important?• Essential skill to deal  with today’s  complex, fast and  changing society• Discourse and  collabora...
Technologies• Can promote creativity in  new and innovative ways• Enable new forms of  discourse, collaboration  and coope...
Online communities• New open, social and   participatory media enable new   means of communication,   collaboration, shari...
The nature of community•   Complex, distributed, loose    communities are emerging•   Facilitated through different but   ...
Definitions[Community does not] imply necessarily co-presence, a well-defined identifiable group, orsocially visible boundari...
Community as a process• Constantly evolving and   changing• Shifting groups and depths   of relationships• Dynamic, evolvi...
Interactivity•   New technologies enable    increasing interactivity between    learners and teachers•   Complex: psycholo...
DefinitionInteractions occur when theseobjects and events mutuallyinfluence one another. Aninstructional interaction is ane...
Types•   Learner-learner•   Learner-teacher•   Learner-content•   Learner-interface                                Moore, ...
Open practices   What are the  implications ofadopting more open   approaches?
Social and participatory media                                     38                Media sharing                 Bloggin...
Open resources
Open resources
Open resources
Open resources
Open courses
Open design     Shift from belief-based, implicit   approaches to design-based, explicit               approaches         ...
Open research
Open research
Open research
Open research
Open scholarship   44
Open scholarship   44DiscoveryIntegrationApplicationTeaching
Open scholarship                                   44DiscoveryIntegrationApplicationTeachingOpenDigitalNetworked          ...
CloudworksCloudworks audio presentation
Community indicatorsParticipation                CohesionSustained over time          Support & toleranceCommitment from c...
Final thoughtsOpen, participatory and social media enable new forms of communication and collaborationCommunities   in t...
48Conole, G. (forthcoming), Designing for learning in an open world, Springer:Verlag                             g.c.conol...
The future?• Limitless potential of  technologies• Individual, tools and  collective• Augmented and  gesture technologies•...
References Conole, G. (forthcoming), Designing for learning in an open world, Springer:Verlag. Conole, G. (2010a), Revie...
Websites•   http://ouldi.open.ac.uk•   http://cloudworks.ac.uk•   http://e4innovation.com•   http://oer-quality.org/•   ht...
Other references•   Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J. and Weigel, M.,    (2006), Confronting the cha...
URLs•   http://robwall.ca/2009/03/10/creativity-is-the-new-technology/•   http://www.youtube.com/watch?v=nvIQP-EBPqc•   ht...
Acknowledgements•   Snoopy http://www.flickr.com/photos/andertoons-cartoons/2754475964/•   Juggling http://www.flickr.com/ph...
Conole iaidis 22_july
Upcoming SlideShare
Loading in...5
×

Conole iaidis 22_july

1,186

Published on

Published in: Education, Technology
2 Comments
0 Likes
Statistics
Notes
  • Be the first to like this

No Downloads
Views
Total Views
1,186
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
41
Comments
2
Likes
0
Embeds 0
No embeds

No notes for slide
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • \n
  • Conole iaidis 22_july

    1. 1. Rethinkinglearning andteaching in a digital age Gráinne Conole The Open University, UK 22nd July 2011, Rome IADIS conference
    2. 2. A little context…
    3. 3. A little context…My background:IrishPhD Chemistry
    4. 4. A little context…My background:IrishPhD ChemistryResearch interests:Professor of e-learning at the OULearner and teachers’ use oftechnologyLearning designOpen Educational ResourcesLearning theoriesWeb 2.0 technologiesE-learning strategy and policy
    5. 5. A little context…My background:IrishPhD ChemistryResearch interests:Professor of e-learning at the OULearner and teachers’ use oftechnologyLearning designOpen Educational ResourcesLearning theoriesWeb 2.0 technologiesE-learning strategy and policy
    6. 6. Overview• Today’s educational context• Social and participatory media• Pedagogies of e-learning• Digital literacies• Community and interactivity• Open practices• Final thoughts
    7. 7. Today’s educational context• Rapidly changing technological environment• New digital literacy skills needed for learners and teachers• New open practices are emerging• New forms of online community and interactivity Learning pathways
    8. 8. Limitless• Unbounded intelligence• Unlocking potential• Distributed cognition (people and technologies) Trailer
    9. 9. Social and participatory media 6 Conole and Alevizou, 2010
    10. 10. Social and participatory media 6 Media sharing Conole and Alevizou, 2010
    11. 11. Social and participatory media 6 Media sharing Blogging Conole and Alevizou, 2010
    12. 12. Social and participatory media 6 Media sharing Blogging Messaging Conole and Alevizou, 2010
    13. 13. Social and participatory media 6 Media sharing Blogging Messaging Recommender systems Conole and Alevizou, 2010
    14. 14. Social and participatory media 6 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Conole and Alevizou, 2010
    15. 15. Social and participatory media 6 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Syndication Conole and Alevizou, 2010
    16. 16. Social and participatory media 6 Media sharing Blogging Messaging Recommender systems Virtual worlds and games Social Syndication bookmarking Conole and Alevizou, 2010
    17. 17. Social and participatory media 6 Media sharing Blogging Messaging Recommender systems Social Virtual worlds networking and games Social Syndication bookmarking Conole and Alevizou, 2010
    18. 18. Social and participatory media 6 Media sharing Blogging Messaging Collaborative Recommender editing systems Social Virtual worlds networking and games Social Syndication bookmarking Conole and Alevizou, 2010
    19. 19. Social and participatory media 6 Media sharing Blogging Mash ups Messaging Collaborative Recommender editing systems Social Virtual worlds networking and games Social Syndication bookmarking Conole and Alevizou, 2010
    20. 20. The machine is Us/ing us
    21. 21. Peercritiquing The machine is Us/ing us
    22. 22. Peercritiquing Usergenerated content The machine is Us/ing us
    23. 23. Peercritiquing Usergenerated contentNetworked The machine is Us/ing us
    24. 24. Peer Opencritiquing Usergenerated contentNetworked The machine is Us/ing us
    25. 25. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked The machine is Us/ing us
    26. 26. Peer Opencritiquing User Collectivegenerated aggregation contentNetworked Personalised The machine is Us/ing us
    27. 27. Mayes & De Freitas, 2004Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a A
    28. 28. Mayes & De Freitas, 2004Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a Associative Focus on individual Learning through association and reinforcement A
    29. 29. Mayes & De Freitas, 2004Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A
    30. 30. Mayes & De Freitas, 2004Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Learning through social interaction Learning in context
    31. 31. Mayes & De Freitas, 2004Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010a Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment
    32. 32. Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010aE-trainingDrill & practice Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment
    33. 33. Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010aE-training Inquiry learningDrill & practice Resource-based Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networked Learning in context environment
    34. 34. Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010aE-training Inquiry learningDrill & practice Resource-based Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networkedExperiential, Learning in context environmentproblem-based,role play
    35. 35. Mayes & De Freitas, 2004 Pedagogies of e-learning Dyke et. al, 2007 Conole, 2010aE-training Inquiry learningDrill & practice Resource-based Associative Constructivist Focus on individual Building on prior Learning through knowledge association and Task-orientated reinforcement A Situative Connectivist Learning through Learning in a social interaction networkedExperiential, Learning in context environment Reflective & dialogproblem-based, learning,role play Personalised learning
    36. 36. Some case study examples E-training, Interactive materials, drill and practice e-assessment Google, media sharing Inquiry learning, repositories, user- resource-based learning generated content Location aware devices, Situative, problem- Virtual worlds, online based, role play games Reflective and dialogic Blogs, RSS feeds, e- learning, Personalised portfolios, wikis, social learning networks
    37. 37. E-training, drill and practice McNaught, 2010, Edmedia Keynote
    38. 38. Going mobile E-books Study calendars Learning resources Online modules Communication mechanisms
    39. 39. Inquiry-based learning My communityThe Personal Inquiry projectInquiry-based learning across formal andinformal settingsSharples, Scanlon et al.http://www.pi-project.ac.uk/
    40. 40. Resource-based learning GL OM ake r Lea rnin gO bje cts es U iTun dca sts - Po Open Educational Resources
    41. 41. Mash ups 14 http://voicethread.com/
    42. 42. Situative and role-based learning What can avatars do? Virtual realities in collaborative learning Li et al., 2010, Edmedia conference Aims to develop proficient technical writing and design skills Cohort of 82 students created a movie poster of the film, Avatar Virtual exhibition in SecondLife Other examples: Archeological digs Medical wards Art exhibitions Cyber-law Virtual language exchange Beyond formal schooling
    43. 43. SecondLife 16• Heightened sense of telepresence• Importance of non-verbal clues• Conveying emotional state• Stimulating, involving, motivational
    44. 44. Reflective and dialogic learning Uses Blogs and E-portfolios for personal reflection Wikis/social bookmarking for aggregation Wikis for project-based work Cohort blogs for shared understanding Web 2.0 tool to connect beyond the course E-portfolios for aggregation and evidence Twitter for just-in-time learningJoyes, 2009, Asciliteconference
    45. 45. Using media for my Spanish learning 18 Completed two OU Spanish courses(books, DVDs, audio conferencing, f-to-f tutorials) Follow Spanish speakers on Twitter Postin Spanish on Twitter and facebook Changed Facebook skin to Spanish Joined relevant social networking groups of language learners Usee-dictionaries and Google translate (with care!) Listen to online podcasts Read Spanish newspapers online
    46. 46. Livemocha 19
    47. 47. Role play 20
    48. 48. Busuu 21
    49. 49. Spanish meetup 22
    50. 50. facebook 23
    51. 51. 24Effective use of new technologies requires a radical rethink of the core learning and teaching processes; a shift from design as an internalised, implicit and individuallycrafted process to one that is externalised and shareable with others. Change in practice may indeed involve the use of revised materials, new teaching strategies and beliefs - all in relation to educational innovation. Conole and Alevizou, 2010
    52. 52. Digital literacies Jenkins et al, 2006
    53. 53. Digital literaciesPerformance SimulationAppropriation JudgementNetworking MultitaskingCollective Transmediaintelligence navigationDistributed Negotiationcognition Play Jenkins et al, 2006
    54. 54. Creativity Special issue EURODL: Creativity and OER
    55. 55. Definition • Derived from Latin ‘creo’ to create/make • About creating something new (physical artefact or concept) that is novel and valuable • Ability to transcend traditional ideas, rules, partners, relationships and create meaningful new ideas, forms, methods, interpretations
    56. 56. Why is it important?• Essential skill to deal with today’s complex, fast and changing society• Discourse and collaboration are mediated through a range of social and participatory media
    57. 57. Technologies• Can promote creativity in new and innovative ways• Enable new forms of discourse, collaboration and cooperation• Access and repurpose knowledge in different forms of representation• Aggregation and scale - distributed and collective
    58. 58. Online communities• New open, social and participatory media enable new means of communication, collaboration, sharing and co- construction of knowledge• Want to focus on the nature of community in these new online spaces• From tight to loosely coupled: groups, networks and collectives (Dron and Anderson, 2007)• What is it and how can it be fostered, supported?
    59. 59. The nature of community• Complex, distributed, loose communities are emerging• Facilitated through different but connected social networking tools such as facebook, Twitter, Ning• Users create their own Personal Digital Environment• Mix of synchronous and asynchronous tools• Boundary crossing e.g. the power of retweeting• Links between interests, rather than places
    60. 60. Definitions[Community does not] imply necessarily co-presence, a well-defined identifiable group, orsocially visible boundaries. It does implyparticipation in an activity system aboutwhich participants share understandingsconcerning what they are doing and what thatmeans in their lives and for their communitiesLave and Wenger, 1991Virtual communities are social aggregationsthat emerge from the Net when enoughpeople carry on those public discussions longenough, with sufficient human feeling, to formwebs of personal relationships in cyberspace.Rheingold, 1993
    61. 61. Community as a process• Constantly evolving and changing• Shifting groups and depths of relationships• Dynamic, evolving and potentially transformative• Both directed and serendipitous interactions
    62. 62. Interactivity• New technologies enable increasing interactivity between learners and teachers• Complex: psychological, social, technical, linguistic and cultural dimensions• Types: communication-based, purpose-based, tool-based, activity-based• Important in achievement, persistence, enjoyment and approaches to learning
    63. 63. DefinitionInteractions occur when theseobjects and events mutuallyinfluence one another. Aninstructional interaction is anevent that takes place between alearner and the learnersenvironment. Its purpose is torespond to the learner in a wayintended to change his or herbehavior toward and educationalgoal. Instructional interactionshave two purposes: to changelearners and to move them toward Wagner, 1994achieving their goals.
    64. 64. Types• Learner-learner• Learner-teacher• Learner-content• Learner-interface Moore, 1989; Hillman et al., 1994
    65. 65. Open practices What are the implications ofadopting more open approaches?
    66. 66. Social and participatory media 38 Media sharing Blogging Mash ups Messaging How are social andCollaborative participatory media Recommenderediting systems being used to enable open practices? Social Virtual worlds networking and games Social Syndication bookmarking
    67. 67. Open resources
    68. 68. Open resources
    69. 69. Open resources
    70. 70. Open resources
    71. 71. Open courses
    72. 72. Open design Shift from belief-based, implicit approaches to design-based, explicit approaches Learning Design A design-based approach to creation and support of coursesEncourages reflective, scholarly practices Promotes sharing and discussion Conole, 2010b
    73. 73. Open research
    74. 74. Open research
    75. 75. Open research
    76. 76. Open research
    77. 77. Open scholarship 44
    78. 78. Open scholarship 44DiscoveryIntegrationApplicationTeaching
    79. 79. Open scholarship 44DiscoveryIntegrationApplicationTeachingOpenDigitalNetworked Weller: http://nogoodreason.typepad.co.uk/
    80. 80. CloudworksCloudworks audio presentation
    81. 81. Community indicatorsParticipation CohesionSustained over time Support & toleranceCommitment from core group Turn taking & responseEmerging roles & hierarchy Humour and playfulnessIdentity Creative capabilityGroup self-awareness Igniting sense of purposeShared language & vocab Multiple points of viewSense of community expressed, contradicted or challenged Creation of knowledge links & patterns Galley et al., 2010
    82. 82. Final thoughtsOpen, participatory and social media enable new forms of communication and collaborationCommunities in these spaces are complex and distributedLearners and teachers need to develop new digital literacy skills to harness their potentialWe need to rethink how we design, support and assess learningOpen, participatory and social media can provide mechanisms for us to share and discuss teaching and research ideas in new waysWe are seeing a blurring of boundaries: teachers/ learners, teaching/research, real/virtual spaces, formal/informal modes of communication and publication
    83. 83. 48Conole, G. (forthcoming), Designing for learning in an open world, Springer:Verlag g.c.conole@open.ac.uk
    84. 84. The future?• Limitless potential of technologies• Individual, tools and collective• Augmented and gesture technologies• Blurring the boundaries of real World Builder and virtual worlds
    85. 85. References Conole, G. (forthcoming), Designing for learning in an open world, Springer:Verlag. Conole, G. (2010a), Review of pedagogical models and their use in e-learning, http:// cloudworks.ac.uk/cloud/view/2982 Conole, G. (2010b), Learning design - making practice explicit, ConnectEd conference, Sydney, 28th June 2010, http://cloudworks.ac.uk/cloud/view/4001 Galley, R., Conole, G. and Alevizou, P. (submitted), Community Indicators: A framework for building and evaluating community activity on Cloudworks, Interactive Learning Environments. Conole, G, and Alevizou, P. (2010), A literature review of the use of Web 2.0 tools in Higher Education, HE Academy commissioned report, http://www.heacademy.ac.uk/assets/EvidenceNet/ Conole_Alevizou_2010.pdf Galley, R., Conole, G. and Alevizou, P. (2010), Case study: Using Cloudworks for an Open Literature Review, An HE Academy commissioned report. Alevizou, P., Conole, G. and Galley, R. (2010), Using Cloudworks to support OER activities, An HE Academy commissioned report. Conole, G., Galley, R. and Culver, J. (2010), Frameworks for understanding the nature of interactions, networking and community in a social networking site for academic practice, The International Review of Research in Open and Distance Learning. Conole, G. and Culver, J. (2010) The design of Cloudworks: applying social networking practice to foster the exchange of learning and teaching ideas and designs Computers and Education, 54(3): 679 - 692. Conole and Culver (2009), Cloudworks: social networking for learning design, Australian Journal of Educational Technology, 25(5), pp. 763–782, http://www.ascilite.org.au/ajet/ajet25/conole.html.
    86. 86. Websites• http://ouldi.open.ac.uk• http://cloudworks.ac.uk• http://e4innovation.com• http://oer-quality.org/• http://olnet.org
    87. 87. Other references• Jenkins, H., Clinton, K., Purushotma, R., Robison, A.J. and Weigel, M., (2006), Confronting the challenges of participatory culture: media education for the 21st Century, http://digitallearning.macfound.org/atf/cf/ %7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/ JENKINS_WHITE_PAPER.PDF• Weller, M (2011) The Digital Scholar. Bloomsbury Academic• Loveless, A M (2007) Creativity, technology and learning – a review of recent literature Futurelab, http://archive.futurelab.org.uk/resources/ documents/lit_reviews/Creativity_Review_update.pdf• Dron, J., and Anderson, T. (2007). Collectives, networks and groups in social software for e-Learning, Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education Quebec. Retrieved Feb (Vol. 16, pp. 2008).• Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6.• Hillman, D. C., Willis, D. J., and Gunawardena, C. N. (1994). Learner- interface interaction in distance education: an extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30-42.
    88. 88. URLs• http://robwall.ca/2009/03/10/creativity-is-the-new-technology/• http://www.youtube.com/watch?v=nvIQP-EBPqc• http://vimeo.com/3365942• http://blogs.hbr.org/video/2010/05/andrew-klavan-on-how-21st- cent.html• Questionmark http://www.flickr.com/photos/crystaljingsr/3914729343/
    89. 89. Acknowledgements• Snoopy http://www.flickr.com/photos/andertoons-cartoons/2754475964/• Juggling http://www.flickr.com/photos/r8r/4109502436/• Social media http://www.flickr.com/photos/intersectionconsulting/5045734278/• Creativity http://content5.videojug.com/89/89cae62c-c95f-a407-cf09-ff0008ca3c71/how-to- improve-your-creative-thinking.WidePlayer.jpg• 8LEM http://cetl.ulster.ac.uk/elearning/images/8LEM.jpg• Voicethread http://www.elearningclouds.com/wp-content/uploads/2010/08/VoiceThread.png• Secondlife http://3.bp.blogspot.com/_bsWh9JKbOZ0/SxYN0s1MWJI/AAAAAAAABuk/ Pvj5ETXXSRU/s400/MUVErs%2BPatient%2BRoleplay%2BSimulation%2B2.jpg• Pandora’s box http://www.flickr.com/photos/darkwood67/3431956363/• Clouds http://www.flickr.com/photos/torley/2311784203/• Students http://www.flickr.com/photos/snoy/2599258991/• Community http://www.flickr.com/photos/anonymonk/1403378488/• One world-oneweb http://www.flickr.com/photos/psd/2731067095/• Web2.0 city - http://www.flickr.com/photos/4everyoung/313308360/
    1. A particular slide catching your eye?

      Clipping is a handy way to collect important slides you want to go back to later.

    ×