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UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
UPDATED: Everything old is new again…or is it?
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UPDATED: Everything old is new again…or is it?

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Updated to include audience responses and participation! …

Updated to include audience responses and participation!

Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.

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  • Transcript

    1. Everything old is new again – or is it? Janine Bowes Distance Education Tasmania http://jbowes.edublogs.org
    2. Preparing this presentation – a humbling experience <ul><li>Like preparing your home for visitors </li></ul><ul><li>Appearances matter – what’s my current digital footprint like? </li></ul><ul><li>Time to do some Spring cleaning </li></ul><ul><ul><li>Getting sidetracked ..new products and ideas </li></ul></ul><ul><ul><li>3 months off is a long time in Cyberspace </li></ul></ul><ul><ul><li>BUT if you have the networks you can quickly get from A to B </li></ul></ul><ul><li>Re-engaging with networks and spending some regular time leads to relevant serendipitous conversations with colleagues to bounce ideas </li></ul>
    3. Irony - do a search on your own title <ul><li>From the e-learning world </li></ul><ul><li>17-Jun-02 Psychology of Blogs (Weblogs): Everything Old is New Again </li></ul><ul><li>… Similarly, talking about one component of the Internet -- in this case, blogs -- without understanding the context of what came before makes for a less complete understanding. It also makes it easier to overstate the case for what makes them unique (or, not so unique, as we'll see below). http:// psychcentral.com/blogs/blog_new.htm (accessed 29-Oct-07) </li></ul><ul><li>17-Apr-07 Everything old is new again </li></ul><ul><li>At last nights SFWIN I saw something novel…A web 2.0 solution that doesn't use an ajax-y web service. …... using Peer to Peer technologies wrapped around a localized app, this tool does one thing many online services fail to…they let you work offline. </li></ul><ul><li>http://blogs.zdnet.com/web2explorer/?p=353 (accessed 29-Oct-07) </li></ul>
    4. Audience profile – place yourself with upper case letter novice Very experienced / specialist 60 + 50 40 30 about half were in here and covered the whole area and the other half were in here – again covering the area
    5. 3 questions to explore <ul><li>Are there some timeless e-learning principles? </li></ul><ul><li>Getting up to speed and staying up to date </li></ul><ul><ul><li>How do newbies get up to speed? </li></ul></ul><ul><ul><li>How do old timers stay fresh? </li></ul></ul><ul><ul><li>How do we stay up to date and develop ways to rapidly come to grips with and adopt new technologies in appropriate ways? </li></ul></ul><ul><li>How do we make sound decisions about which technologies to use for a given purpose? </li></ul>
    6. Structure of session – 3 stories and some other stuff woven in <ul><li>Activity – your e-learning journey </li></ul><ul><li>Story – Stitching </li></ul><ul><li>Amble and Activity – Digital world-view </li></ul><ul><li>Story – 7-8 Science lessons online </li></ul><ul><li>Story – Confronting experiences in Second Life </li></ul><ul><li>Revisit questions </li></ul>
    7. Your e-learning journey <ul><li>Quiet time:1 minute </li></ul><ul><li>Think…..then write or draw privately </li></ul>
    8. How did you describe your journey? <ul><li>In terms of </li></ul><ul><ul><li>Tools </li></ul></ul><ul><ul><li>Processes </li></ul></ul><ul><ul><li>Events </li></ul></ul><ul><ul><li>People </li></ul></ul><ul><ul><li>Networks? </li></ul></ul><ul><li>……..? </li></ul><ul><li>Expressed as </li></ul><ul><ul><li>Diagram? </li></ul></ul><ul><ul><li>Timeline? </li></ul></ul><ul><ul><li>Dot points? </li></ul></ul><ul><ul><li>Circles? </li></ul></ul><ul><li>…… ..? </li></ul>
    9. tracking your e-learning journey – responses from the text chat <ul><li>timeline of events in my life </li></ul><ul><li>Sluggish </li></ul><ul><li>memories of people </li></ul><ul><li>like climbing a mountain </li></ul><ul><li>timelines, people and networks </li></ul><ul><li>Timeline </li></ul><ul><li>A mixture of dot points, and my own made up icons </li></ul><ul><li>Timeline, events and tools </li></ul><ul><li>Diagram combo of lines and circles </li></ul><ul><li>projects worked on </li></ul><ul><li>events and timeline </li></ul><ul><li>people and timeline </li></ul><ul><li>timelines and tools </li></ul><ul><li>dot points </li></ul><ul><li>one line going straight up </li></ul><ul><li>timelines with people and projects </li></ul><ul><li>series of events </li></ul><ul><li>Dot points – Events </li></ul><ul><li>stop and start and then exponential </li></ul><ul><li>my roles and networks from 1996 to 2007 </li></ul><ul><li>an evolution </li></ul><ul><li>dot points </li></ul><ul><li>timeline - and exploring - love trying the new </li></ul><ul><li>people, projects and networks </li></ul>Cont..
    10. tracking your e-learning journey – responses from the text chat cont <ul><li>Use of technology is ubiqutious for me.. so can track as part of broader life journey... definitely people and projects as the markers </li></ul><ul><li>with arrows </li></ul><ul><li>Circles </li></ul><ul><li>Tools....Timeline....Projects....Brickwall!! </li></ul><ul><li>I usually do a digital story </li></ul>
    11. Stitching Story <ul><li>Criteria for public face </li></ul><ul><li>Simple </li></ul><ul><li>Sustainable </li></ul><ul><li>Current info </li></ul><ul><li>Organically grow the story </li></ul><ul><li>Other needs </li></ul><ul><li>Manage membership </li></ul>
    12. Possible solution <ul><li>Coming soon… </li></ul>1.5 hours to set up including initial placeholder content Use tried and tested tools Single sign on where possible
    13. Feedback…other ideas <ul><li>its the speed and ease by which these can be set up that engages most with practitioners strapped for time </li></ul><ul><li>not so quick for the newbies who are not techno and who are still paper based in their heads </li></ul><ul><li>I love my iGoogle page </li></ul><ul><li>just showed a very similar solution to a local client </li></ul><ul><li>just did it for a sister going overseas for a year blog, gmail and the rest </li></ul><ul><li>show them the other side of the blog - the reader </li></ul><ul><li>someone here used also a Google page creator as a front </li></ul>
    14. World view <ul><li>refers to the framework of ideas and beliefs through which an individual interprets the world and interacts in it. </li></ul><ul><li>http:// en.wikipedia.org/wiki/World_view </li></ul><ul><li>How we interact with the world and individuals is influenced by our world view </li></ul><ul><li>In education we seek to expand a learner’s world view so that they have a broader outlook, are (hopefully) more tolerant, and better able to deal with change </li></ul>
    15. What is a world view? F. Heylighen , ( 2000 ): &quot; What is a world view? &quot;, in: F. Heylighen, C. Joslyn and V. Turchin (editors): Principia Cybernetica Web (Principia Cybernetica, Brussels), http://pespmc1.vub.ac.be/WORLVIEW.html
    16. What about a “digital world-view”? <ul><li>Possible definition </li></ul><ul><li>refers to the framework of ideas and beliefs through which an individual interprets the digital world and interacts in it </li></ul><ul><li>Digital world – digital media, devices and environments with which humans interact? </li></ul><ul><li>Is a digital world-view just a digital lens through which your general world view is passed? </li></ul><ul><li>Can one be disconnected from the other? </li></ul>
    17. Digital world-view <ul><li>…..interpretation of the term depends on your world view and your context. </li></ul><ul><li>4 examples </li></ul>
    18. Digital World View – 4 examples Multimedia company DigitalWorldVIew.com Marketing story promoting benefits of digital camera Academic article making reference to young peoples’ digital world view Newspaper story about going global in business
    19. Digital world view – academic <ul><li>The ability to manipulate or ‘edit' identity is a concept already assimilated into the digital world-view of many young learners </li></ul>13-Mar-2007 Playing the Game, Role Distance and Digital Performance By John Carroll and David Cameron (Australia) http://www.griffith.edu.au/centre/cpci/atr/journal/volume6_article11.htm (accessed 29-Oct-07)
    20. Digital world view – going global <ul><li>… One of the interesting things about digital media is that it's very pervasive, it's in how you communicate and how you do basic tasks. It's even part of your lifestyle in terms of how you watch movies, look at television and listen to music. </li></ul>16-Sep-2006 A digital world view by Linda Daly http://tribune.televisual.co.uk/2006/09/16/77463.html (accessed 29-Oct-07)
    21. Digital world view – using digital cameras <ul><li>Student Sahiba Sandhu carries her Olympus digicam wherever she goes. Whenever she sees anything worth snapping, she whips out the Olympus and shoots instantly. If she doesn't like the result she simply erases the shot and moves on. </li></ul>24-Jan-2004 A digital world view by unknown journalist http://www.rediff.com/money/2004/jan/24spec4.htm (accessed 29-Oct-07)
    22. Digital world view – .com’d! <ul><li>Your market is Evolving…We offer y ou Solutions </li></ul><ul><li>Digital World View was created to o ffer multi media solutions and services with options and choices from industry leading technology providers </li></ul>24-Jan-2004 DigitalWorldView.com Commercial website http://www.digitalworldview.com/ (accessed 29-Oct-07)
    23. Digital world-view your mental schema? <ul><li>Activity: </li></ul><ul><li>Close your eyes or look into the distance. A stranger approaches from the early 1990s. He has travelled forward in time. He asks you “What is the digital world?” </li></ul><ul><li>How do you respond? </li></ul>Quiet time:1 minute Think…..then write or draw privately
    24. …from the text chat maybe now not so much just digital world-view but more an M (mobile) world-view Hmmm….yes… noting that being mobile depends on digital technology Perhaps validates the idea a few slides back “Digital world – digital media, devices and environments with which humans interact?” JO Janine (thinks later)
    25. Story – grade 7-8 Science <ul><li>Background </li></ul><ul><li>2007- return to teaching school students after 10 years of other roles (all ICT/online learning related) </li></ul><ul><li>Distance Education Tasmania has used Centra (conferencing) for 4 years and now an embedded part of student learning - for lessons, meetings, assemblies, Centra cafe </li></ul><ul><li>Scheduled to take a weekly online extra curricular science class for years 7-8 (3/4 hour) </li></ul>
    26. Dilemmas/challenges aka opportunities to learn <ul><li>I knew about Centra conceptually but how long would it take to become fluent? </li></ul><ul><li>How can I exploit this environment to maximum effect with these students? </li></ul><ul><li>Can I use it to promote an inquiry approach to learning ie put into practice Teaching for Understanding as a planning model </li></ul>
    27. Mini investigations online Cont….
    28. Mini investigations online cont.. Cont….
    29. Mini investigations online
    30. Check progress <ul><li>Fluency - took about 6 weeks for me to feel reasonably fluent – students helped heaps! </li></ul><ul><li>Inquiry – student feedback positive </li></ul><ul><li>TfU – not really enough time in one lesson to do well </li></ul>
    31. Upping the ante – series of lessons <ul><li>Inquiry: Saving energy by changing to CFLs vs driving cars less </li></ul><ul><li>Series of Centra lessons over 6 weeks </li></ul><ul><ul><li>Pooling class knowledge/Literature search /annotated webliography </li></ul></ul><ul><ul><li>Share results/discuss/plan questions for guest </li></ul></ul><ul><ul><li>Online guest for specialist input/Q&A </li></ul></ul><ul><ul><li>Task – teams to prepare presentation of argument about benefits of either changing globes or driving cars less </li></ul></ul><ul><ul><li>Input from drama teacher about debating and hotseating as modes of performance </li></ul></ul><ul><ul><li>Work on task – discussion about two modes. Students request demo </li></ul></ul><ul><ul><li>Mock debate/hotseating on topic of “Goldilocks was really a criminal” – thanks to colleague teachers! </li></ul></ul><ul><ul><li>Student hotseat presentations in Centra </li></ul></ul>
    32.  
    33. The final performance
    34. The final performance
    35. Progress check – lesson series Plus - mock debate powerful for teachers and students. Quality of chat among students impressive. Minus – learning design did not include enough scaffolding for the range of abilities. This could be addressed with more planning. <ul><li>Interesting </li></ul><ul><li>was the learning time efficient? How can we tell? </li></ul><ul><li>as a model it has potential to be developed </li></ul>
    36. Comment from the audience (on using drama online) From Kim Flintoff http://drama-education.com/cv.htm I'm teaching pre-service drama teachers to use technology including SL for Drama Edcuation I have 10 BEd students in Drama Ed ready to graduate this year who have had 13 weeks of working with online tools - they fostered their own networks... and use blogs, etc as PERFORMANCE sites... we need to re-envision the possibilities.
    37. Story - Second Life perils Final Learning set meeting – Decka Mah’s first round of lab rabbits Location: Terra Incognita
    38. Results of being a lab rabbit in Terra Incognita <ul><li>Lab rabbit project – working with local TASITE group to provide some events for teachers about 3D worlds </li></ul><ul><ul><li>School 2.0 Mini conference (April 2007) http://www.tasite.tas.edu.au/conf2007.html </li></ul></ul><ul><ul><li>(Nov 07) Event 1: Students tell their stories from the Skoolaborat project (presentations “in world” but you can attend at a real location) </li></ul></ul><ul><ul><li>(Nov 07)Event 2: Keeping kids safe and legal while online </li></ul></ul><ul><ul><li>(panel discussion in Second Life but you can attend in person OR in-world) </li></ul></ul><ul><ul><li>http://www.tasite.tas.edu.au/documents/3DWorldsPLNovDec2007.doc </li></ul></ul>
    39. More resources mentioned in chat <ul><li>Links to Terra Incognita in http://sleducation.wikispaces.com </li></ul><ul><li>Australian Second Life residents </li></ul><ul><ul><li>http://www.ausslers.com </li></ul></ul><ul><li>A vision of students today </li></ul><ul><ul><li>http://www.youtube.com/watch?v=dGCJ46vyR9o </li></ul></ul><ul><li>Roger Stack blog http://hent.blogspot.com/ </li></ul><ul><li>Skoolaborate project http://www.skoolaborate.com </li></ul>
    40. Revisiting the 3 questions <ul><li>Are there some timeless e-learning principles? </li></ul><ul><li>Getting up to speed and staying up to date </li></ul><ul><ul><li>How do newbies get up to speed? </li></ul></ul><ul><ul><li>How do old timers stay fresh? </li></ul></ul><ul><ul><li>How do we stay up to date and develop ways to rapidly come to grips with and adopt new technologies in appropriate ways? </li></ul></ul><ul><li>How do we make sound decisions about which technologies to use for a given purpose? </li></ul>
    41. Timeless principle 1? <ul><li>To be an effective online teacher you need to first be an online learner </li></ul><ul><li>New twist? </li></ul><ul><li>To be an effective online teacher you need to be a lifelong reflective online learner </li></ul>
    42. Timeless principle 2? <ul><li>Being a good teacher is a necessary but not sufficient condition for being a good online teacher </li></ul><ul><li>New twist? </li></ul><ul><li>Yes but it’s also about recognising the learning that is happening without the teacher – and working with that. </li></ul>
    43. Timeless principle 3? <ul><li>Don’t throw out the baby with the bathwater…unless </li></ul><ul><ul><li>If it ain’t broke don’t fix it? Maybe… </li></ul></ul><ul><ul><li>It’s not about adding in every latest tool </li></ul></ul><ul><ul><li>It IS about being alert for new genres of tools and thinking through the implications </li></ul></ul><ul><li>New twist? </li></ul>
    44. Sometimes we need to be willing to take a completely fresh look Reference: http://www.slideshare.net/flexilearn/stanley-frielick-moodle-moot-nz07 (a slide within the slideshow – original reference http://www.cetis.ac.uk/members/scott/blogview?entry=20050125170206 New twist - let your learners lead you - find out what they are using and use it (Jo Kay in chat)
    45. Timeless principle 4? <ul><li>A fundamental question when using technology for learning is </li></ul><ul><ul><li>“ What does it add or what new possibilities does it enable?” </li></ul></ul><ul><ul><li>Is it about addressing issues of access – time and/or place? </li></ul></ul><ul><ul><li>Is it about the learning process? </li></ul></ul><ul><ul><li>Be clear about purpose </li></ul></ul>
    46. Others – comments from chat? <ul><li>an inclusive approach rather than exclusive </li></ul><ul><li>informal learning is a very powerful influence on how learners learn </li></ul><ul><li>whether online or not we need to recognise learning that happens without teacher </li></ul><ul><li>we need to learn the 'art' of facilitation, moderation and collaboration </li></ul><ul><ul><li>Agree but the online also makes the learning more visible or transparent and therefore easier to stay out of their learning adn let them &quot;do it&quot; </li></ul></ul><ul><li>&quot;think outside the square&quot; or outside the virtual classroom </li></ul><ul><li>Great working coming out of the US with SLoodle </li></ul><ul><li>if you're not in an online network you run the risk of being left behind </li></ul><ul><li>People and networks are key (as Kim said earlier re students) </li></ul>
    47. Revisiting question 2 <ul><li>Are there some timeless e-learning principles and if so what might they be? </li></ul><ul><li>Getting up to speed and staying up to date </li></ul><ul><ul><li>How do newbies get up to speed? </li></ul></ul><ul><ul><li>How do old timers stay fresh? </li></ul></ul><ul><ul><li>How do we stay up to date and develop ways to rapidly come to grips with and adopt new technologies in appropriate ways? </li></ul></ul><ul><li>How do we make sound decisions about which technologies to use for a given purpose? </li></ul>
    48. Getting up to speed and staying up to date <ul><li>The web as a jigsaw </li></ul><ul><li>No edges </li></ul><ul><li>Growing </li></ul><ul><li>Develop more of the big picture over time </li></ul><ul><li>Focus on immediate area of interest </li></ul>
    49. Focus on your area of interest and learn as much as you can
    50. Like eating an elephant <ul><li>One bite at a time (small bites at that!) </li></ul><ul><li>Everyone starts somewhere </li></ul><ul><ul><li>it’s a personal journey </li></ul></ul><ul><li>Good news is that the newer tools are easier, more powerful and more accessible </li></ul><ul><ul><li>the later you start the easier the journey in some ways but by definition you will not have the depth of experience </li></ul></ul><ul><li>Other people are the key – mentors, networks, in person and online </li></ul>
    51. disruptive technologies
    52. Some tips that work for me in staying on top of the game <ul><li>Nutshell version here. More detail in handout. </li></ul><ul><li>Be a lifelong learner – formally, informally and incidentally. </li></ul><ul><li>Be intergenerational in your professional life </li></ul><ul><li>Keep expanding your digital world-view </li></ul><ul><li>Periodically take an online course or other e-learning event to put yourself in the learner’s seat. </li></ul><ul><li>always ask “what does this add to the learning or what new possibilities does it open up?” </li></ul><ul><li>Add to your e-learning repertoire over time – with tools and processes. </li></ul><ul><li>Think “genres of tool” rather than individual tools </li></ul><ul><li>Play with many new tools but be considered in adding to your repertoire </li></ul><ul><li>Stay up to date with a balanced diet that contains lots of variety – people and networks are the key </li></ul><ul><li>Share what you learn by contributing back to networks </li></ul>
    53. Revisiting question 3 <ul><li>Are there some timeless e-learning principles and if so what might they be? </li></ul><ul><li>Getting up to speed and staying up to date </li></ul><ul><ul><li>How do newbies get up to speed? </li></ul></ul><ul><ul><li>How do old timers stay fresh? </li></ul></ul><ul><ul><li>How do we stay up to date and develop ways to rapidly come to grips with and adopt new technologies in appropriate ways? </li></ul></ul><ul><li>How do we make sound decisions about which technologies to use for a given purpose? </li></ul>
    54. Comments from the audience about newbies/ “oldies” etc <ul><li>if you're not in an online network you run the risk of being left behind </li></ul><ul><li>elders earn their respect in any environment </li></ul><ul><li>experience compensates for lack of speed </li></ul><ul><li>What's OLD? age? surely not... OLD is tired and worn out... AGE has little to do with being OLD... being OLD is an attitude not a state... </li></ul><ul><li>Yay we are unique!!!! </li></ul>
    55. How do we make sound decisions about which technologies to use for a given purpose? <ul><li>Macro and micro levels of this question </li></ul><ul><ul><li>e.g. text chat or whiteboard for brainstorming? </li></ul></ul><ul><ul><li>Has the LMS has its day? </li></ul></ul>a big topic for more unpacking another time
    56. a final word for the Baby Boomers <ul><li>What we have to see is that we are the only generation which will know both mediums – the print and electronic. </li></ul><ul><li>We are the only ones who will be able to make comparisons, who will be able to assess, evaluate and transfer our experience, expertise, and wisdom from the old forms to the new. </li></ul><ul><li>We have a great deal to offer. The only condition is that we become (technologically) proficient. </li></ul><ul><li>Dale Spender, Nattering on the Net (1995) p xvi </li></ul>

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