Emerging Technologies or e-learning - comming of Age- Blended??

Emerging Technologies or e-learning - comming of Age- Blended?? Niels Henrik Helms Knowledge Lab University of Southern Denmark

Technology

Hype Cycle

Definitions:

E-learning is the the acquisition, sharing and development of knowledge which is mediated or partly mediated through digital media

Presentation Overview

A New Agenda

Why

And How

Role of Education

P’s

Personal Learning and PLE’s

Pervasive Learning

Portable Leaning – M-learning

Portfolio-Pedagogics

Or moving fromn representional learning to Authentic Learning??

Connectivist Learning

Emergent practice, rather than prescribed education.

Helping and scaffolding students to construct, connect, explore and mash resources and people to create contexts, that induce learning.

George Siemens

Network Pedagogies

Connectivism

Participatory Pedagogy- Students as content-co-creators, peer teaching

Complexity

Learning in environments in which activities and outcomes emerge in response to authentic need creates powerful learning opportunities

Learning at the edge of chaos

Complicity: An International Journal of Complexity and Education

See the Networked Student by Wendy Drexler

Knowledge is not – Knowledge takes place

From vertical to horizontal understanding of learning

Explicit Knowledge

Knowledge as Process

Emerging Knowledge

Knowledge and Learning

The Learning Scene

The participants and Our Life

A Model

Fitting in - or Inclusion through Exclusion

So

It is about learning to be - to become someone - someone different?

Different?

Students are NOT deeply digitally engaged, empowered, nor skilled and certainly not homogeneous

But they “arrive at college with well-established methods of sorting, doubting, and ignoring”

“ odd kind of student — one who appears polite and dutiful but who cares little about the course work, the larger questions it raises, or the value of living an examined life” Tom Clysdale, 2009 Wake Up and Smell the New Epistemology

Or is the life that we examine in formal education?

We can no longer maintain interest and enthusiasm based on respect and superior knowledge

Our Technology - Or their Technology

Web 2.0 as it was presented by Wikipedia last sunday

The phrase "Web 2.0" hints at an improved form of the World Wide Web. Advocates of the concept suggest that technologies such as weblogs, social bookmarking, wikis, podcasts, RSS feeds (and other forms of many-to-many publishing), social software, Web APIs, Web standards and online Web services imply a significant change in web usage.

.... It’s actually an idea that the reciprocity between the user and the provider is what’s emphasized. In other words, genuine interactivity if you like, simply because people can upload as well as download"

Typhology

Wiki (a wiki is freely expandable collection of interlinked webpages, hypertext system for storing and modifying information information - a database, where each page is easily edited by any user with a capable webbrowser..”Leuf & Cunningham)

Blog (weblog)

Social software - file sharing

Open Couseware

Open Surce applications

"Web 2.0" can also refer to one or more of the following:

the transition of websites from isolated information silos to sources of content and functionality, thus becoming computing platforms serving web applications to end-users

a social phenomenon embracing an approach to generating and distributing Web content itself, characterized by open communication, decentralization of authority, freedom to share and re-use, and "the market as a conversation"

enhanced organization and categorization of content, emphasizing deep linking

a rise in the economic value of the Web, possibly surpassing the impact of the dot-com boom of the late 1990s

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

The Technology

New Technolgies changes the way we learn? - A Challenge to Education - the relation between consumer and producer

Producer - Consumer ?

Knowledge -

Producer - Distributor - Consumer

Technology and how Knowledge takes Place Explicite Knowledge Instructivistic design Distributive Technologies Knowledge as process Collaborative design Social Technologies Emerging Knowledge Explorative Learning: Experiments - Knowledge Sharing - Feed Back from Peers(P to P) Authentic and Utility - Consumers and producers are interacting and coverging - for the expert and the novice ” New” Technologies

Hype?

Users or producers? ( 0,16 % YouTube, 0,2% Flickr)

Ownership

Comtemporarity

An Englishman and a Canadian

Dron & Anderson,

2008

Our School

The Kind of Schools we Need?

Should they be a kind of incubators and simulations of the life and work life learners should participate in?

Or should they offer the potentials of a different context, which offers a culture of friendly estrangement where learners have the potentials of knowing about themselves and the world they are part of by creating the difference, which make reflection and insight possible.

The School, is a School is a School

Making distinctions to other contexts

(Pupil)”Elev” – A process of elevation

Participant, participation – degree -level, quality?

Learner – Learning? Re-learning? New-Learning? Self construction.

Learning Landscape The learning landscape..it is a design which affords a sudden interplay or context..which again potentially generates a re-configuration of the learning landscape

Understanding Context

Contextuality is a relational property

The scope of contextual features is defined dynamically

Context is an occasional property (particular to each occasion of activity or action)

Context arises from the activity (“it is actively produced, maintained and enacted in the course of the activity at hand”) (Dourish)

Different Learning Contexts

Different areas and forms of practice

Make rules,values & criteria for evaluation explicit

Context markers

Make the context readable

Use the portfolio as a way to focus this _ a bridge to bundary crossing

Our Learning - The Outcome - Different Technologies?

- And what do I mean by Technology

Reduction of complexity, structural couplings between systems

Performance Technologies

Biographic Technologies

Performance Technologies:

Logic of Rationality

Industrial Paradigm

From plurality to synonymity

Methodology well grounded - Easy to compare

Rutinized

Excluding themes, happenings, learning outside the given methodology

Top-Down

Context, complexity and conditions disappear

Negative constitutive effects

From Output/Process to Input-Output

The effort to establish predictability generates predictability

..including predictable pupils/learners

Doing the things right or doing the right things

Biographic Technologies

Post Industrial

Inclusion through exclusion

The Subject(s)as criteria for assessment

Hyper-reflexity

The Reflection Business

Different kinds of reflection

The theoretical reflection - ”The souls reflection with itself” - self-objectivitation?

Measuring everything - plan-act-reflect???

Reflection as a complex of thoughts, emotions and fantasy

Does the portfolio bcome a kind of modern performance technology (from extrinsic to intrinsic)

The Character of Competence

Competence is not predictable and separated from actor, situation and context

But it is neither a subjective construction - it is a construction where the reflection and the action transforms the the observed

We can ’t say what competence is - we can say something about what we can say about competence

A bricolage of understandings rather than the pure competence

Emplotment

Learning is not mathematics where the outcome /the result is equal to input and conditions

It should rather be seen as an understandable configuration of relations where we through a narrative structure generates meaning and understanding

This understanding also shows that it is our self who constructs order through action and reflection - rather than seeing competence as something hidden which we can feed through a process of peeling - competence is constructed

w. Ricour