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


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  • Very Vlended ideed indeed – the break up of differentiated systems??
  • Q: http://www.slideshare.net/terrya/ecel-copenhagen-2007-terry-anderson
  • http://www.slideshare.net/terrya/ecel-copenhagen-2007-terry-anderson
  • Emerging Technologies or e-learning - comming of Age- Blended??

    1. 1. Emerging Technologies or e-learning - comming of Age- Blended?? Niels Henrik Helms Knowledge Lab University of Southern Denmark
    2. 2.
    3. 3.
    4. 4. Technology
    5. 5. Hype Cycle
    6. 6. Definitions: <ul><li>E-learning is the the acquisition, sharing and development of knowledge which is mediated or partly mediated through digital media </li></ul>
    7. 7.
    8. 8. Presentation Overview <ul><li>A New Agenda </li></ul><ul><li>Why </li></ul><ul><li>And How </li></ul><ul><li>Role of Education </li></ul>
    9. 9. P’s <ul><li>Personal Learning and PLE’s </li></ul><ul><li>Pervasive Learning </li></ul><ul><li>Portable Leaning – M-learning </li></ul><ul><li>Portfolio-Pedagogics </li></ul><ul><li>Or moving fromn representional learning to Authentic Learning?? </li></ul>
    10. 10. Connectivist Learning <ul><li>Emergent practice, rather than prescribed education. </li></ul><ul><li>Helping and scaffolding students to construct, connect, explore and mash resources and people to create contexts, that induce learning. </li></ul>George Siemens
    11. 11. Network Pedagogies <ul><li>Connectivism </li></ul><ul><li>Participatory Pedagogy- Students as content-co-creators, peer teaching </li></ul><ul><li>Complexity </li></ul><ul><ul><li>Learning in environments in which activities and outcomes emerge in response to authentic need creates powerful learning opportunities </li></ul></ul><ul><ul><li>Learning at the edge of chaos </li></ul></ul><ul><ul><li>Complicity: An International Journal of Complexity and Education </li></ul></ul>See the Networked Student by Wendy Drexler
    12. 12. Knowledge is not – Knowledge takes place <ul><li>From vertical to horizontal understanding of learning </li></ul><ul><li>Explicit Knowledge </li></ul><ul><li>Knowledge as Process </li></ul><ul><li>Emerging Knowledge </li></ul>
    13. 13. Knowledge and Learning
    14. 14. The Learning Scene
    15. 15. The participants and Our Life
    16. 16. A Model
    17. 17. Fitting in - or Inclusion through Exclusion
    18. 18. So <ul><li>It is about learning to be - to become someone - someone different? </li></ul>
    19. 19. Different? <ul><li>Students are NOT deeply digitally engaged, empowered, nor skilled and certainly not homogeneous </li></ul><ul><li>But they “arrive at college with well-established methods of sorting, doubting, and ignoring” </li></ul><ul><li>“ 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 </li></ul><ul><li>Or is the life that we examine in formal education? </li></ul><ul><li>We can no longer maintain interest and enthusiasm based on respect and superior knowledge </li></ul>
    20. 20. Our Technology - Or their Technology
    21. 21. Web 2.0 as it was presented by Wikipedia last sunday <ul><li>The phrase &quot;Web 2.0&quot; 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. </li></ul><ul><li>.... 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&quot; </li></ul>
    22. 22. Typhology <ul><li>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) </li></ul><ul><li>Blog (weblog) </li></ul><ul><li>Social software - file sharing </li></ul><ul><li>Open Couseware </li></ul><ul><li>Open Surce applications </li></ul>
    23. 23. &quot;Web 2.0&quot; can also refer to one or more of the following: <ul><li>the transition of websites from isolated information silos to sources of content and functionality, thus becoming computing platforms serving web applications to end-users </li></ul><ul><li>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 &quot;the market as a conversation&quot; </li></ul><ul><li>enhanced organization and categorization of content, emphasizing deep linking </li></ul><ul><li>a rise in the economic value of the Web, possibly surpassing the impact of the dot-com boom of the late 1990s </li></ul>
    24. 24.
    25. 25. http://www.youtube.com/watch?v=6gmP4nk0EOE
    26. 26. The Technology <ul><li>New Technolgies changes the way we learn? - A Challenge to Education - the relation between consumer and producer </li></ul><ul><li>Producer - Consumer ? </li></ul><ul><li>Knowledge - </li></ul><ul><li>Producer - Distributor - Consumer </li></ul>
    27. 27. 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
    28. 28. Hype? <ul><li>Users or producers? ( 0,16 % YouTube, 0,2% Flickr) </li></ul><ul><li>Ownership </li></ul><ul><li>Comtemporarity </li></ul>
    29. 29. An Englishman and a Canadian <ul><li>Dron & Anderson, </li></ul><ul><li> 2008 </li></ul>
    30. 31. Our School
    31. 32. The Kind of Schools we Need? <ul><li>Should they be a kind of incubators and simulations of the life and work life learners should participate in? </li></ul><ul><li>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. </li></ul>
    32. 33. The School, is a School is a School <ul><li>Making distinctions to other contexts </li></ul><ul><li>(Pupil)”Elev” – A process of elevation </li></ul><ul><li>Participant, participation – degree -level, quality? </li></ul><ul><li>Learner – Learning? Re-learning? New-Learning? Self construction. </li></ul>
    33. 34. 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
    34. 35. Understanding Context <ul><ul><ul><li>Contextuality is a relational property </li></ul></ul></ul><ul><ul><ul><li>The scope of contextual features is defined dynamically </li></ul></ul></ul><ul><ul><ul><li>Context is an occasional property (particular to each occasion of activity or action) </li></ul></ul></ul><ul><ul><ul><li>Context arises from the activity (“it is actively produced, maintained and enacted in the course of the activity at hand”) (Dourish) </li></ul></ul></ul>
    35. 36. Different Learning Contexts <ul><li>Different areas and forms of practice </li></ul><ul><li>Make rules,values & criteria for evaluation explicit </li></ul><ul><li>Context markers </li></ul><ul><li>Make the context readable </li></ul><ul><li>Use the portfolio as a way to focus this _ a bridge to bundary crossing </li></ul>
    36. 37. Our Learning - The Outcome - Different Technologies?
    37. 38. - And what do I mean by Technology <ul><li>Reduction of complexity, structural couplings between systems </li></ul><ul><ul><li>Performance Technologies </li></ul></ul><ul><ul><li>Biographic Technologies </li></ul></ul>
    38. 39. Performance Technologies: <ul><li>Logic of Rationality </li></ul><ul><li>Industrial Paradigm </li></ul>
    39. 40. Performance Technologies: <ul><li>From plurality to synonymity </li></ul><ul><li>Methodology well grounded - Easy to compare </li></ul><ul><li>Rutinized </li></ul><ul><li>Excluding themes, happenings, learning outside the given methodology </li></ul><ul><li>Top-Down </li></ul><ul><li>Context, complexity and conditions disappear </li></ul><ul><li>Negative constitutive effects </li></ul><ul><li>From Output/Process to Input-Output </li></ul>
    40. 41. Performance Technologies: <ul><li>The effort to establish predictability generates predictability </li></ul><ul><li>..including predictable pupils/learners </li></ul><ul><li>Doing the things right or doing the right things </li></ul>
    41. 42. Biographic Technologies <ul><li>Post Industrial </li></ul><ul><li>Inclusion through exclusion </li></ul><ul><li>The Subject(s)as criteria for assessment </li></ul><ul><li>Hyper-reflexity </li></ul>
    42. 43. The Reflection Business <ul><li>Different kinds of reflection </li></ul><ul><li>The theoretical reflection - ”The souls reflection with itself” - self-objectivitation? </li></ul><ul><li>Measuring everything - plan-act-reflect??? </li></ul><ul><li>Reflection as a complex of thoughts, emotions and fantasy </li></ul><ul><li>Does the portfolio bcome a kind of modern performance technology (from extrinsic to intrinsic) </li></ul>
    43. 44. The Character of Competence <ul><li>Competence is not predictable and separated from actor, situation and context </li></ul><ul><li>But it is neither a subjective construction - it is a construction where the reflection and the action transforms the the observed </li></ul><ul><li>We can ’t say what competence is - we can say something about what we can say about competence </li></ul><ul><li>A bricolage of understandings rather than the pure competence </li></ul>
    44. 45. Emplotment <ul><li>Learning is not mathematics where the outcome /the result is equal to input and conditions </li></ul><ul><li>It should rather be seen as an understandable configuration of relations where we through a narrative structure generates meaning and understanding </li></ul><ul><li>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 </li></ul>
    45. 46. w. Ricour <ul><li>An understandable configuration of relations </li></ul><ul><li>Sequences vs.. configurations </li></ul><ul><li>Genre </li></ul><ul><li>This very construction is then of cause conditioned - it is not an epic construction </li></ul>
    46. 47. Contexts and Learning <ul><li>Context - No Learning without contexts </li></ul><ul><li>Context markers </li></ul><ul><li>Articulation - og negotiating meaning </li></ul><ul><li>More Fellini and Less DeMille </li></ul>
    47. 48. The Difficult Balance <ul><li>The need for structure and scaffolding versus the need for autonomy </li></ul><ul><li>Collaboration vs. the Division of Labour </li></ul>
    48. 49. A new Culture
    49. 50. Kilder: <ul><li>Anderson, T http://www.slideshare.net/terrya/ecel-copenhagen-2007-terry-anderson </li></ul><ul><li>Cole, M. (1996) Cultural Psychology: A Once and Future Discipline </li></ul><ul><li>Dourish, P.(2001). Where the Action is. </li></ul><ul><li>Luhmann, N. (2000). Sociale systemer. Grundrids til en almen teori. </li></ul><ul><li>Polanyi,M.(1958) &quot;Personal Knowledge&quot;, Routledge </li></ul><ul><li>Qvortrup, L.(2004)Det vidende samfund </li></ul><ul><li>Ricoeur, P. (1984-88) Time and Narrative </li></ul><ul><li>Ryle, Gilbert (1949). The Concept of Mind </li></ul><ul><li>Wenger, E.(1998). Communities of Practice: Learning, Meaning, and Identity </li></ul><ul><li>www.knowledgelab. dk </li></ul><ul><li>www.slideshare .com/helms </li></ul><ul><li>http ://vidensemergens.blogspot.com/ </li></ul>