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Global Learn Conference Summary

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Summary of some presentations at Global Learn conference (Melbourne, March, 2011)

Summary of some presentations at Global Learn conference (Melbourne, March, 2011)

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Global Learn Conference Summary Global Learn Conference Summary Presentation Transcript

  • GLOBAL LEARN CONFERENCE(March, 2011)
    Summary
    (see blog post for whole story)
  • WORKING FOR GLOBAL COMMUNITY
    Rick Bennett (College of Fine Arts, Uni of NSW)
  • WORKING FOR GLOBAL COMMUNITY
  • our own community?
  • ASSESSMENT AND TEACHING OF 21ST CENTURY SKILLS (Intel and the University of Melbourne)
  • ASSESSMENT AND TEACHING OF 21ST CENTURY SKILLS
    Shift from manual skills > critical thinking and collaborative practices in workplaces
    There has been an increase of abstract tasks in workplaces, and corresponding decrease of routine/manual tasks as much of that (eg manufacturing) has gone off shore
    21c skills mostly linked to production, consumption, and distribution of information ie not physical products
    They are: collaboration, problem solving, creative thinking, communication, networking (social) – learning through digital community, critical thinking, adaptability, self-management, self-development, ‘systems thinking’
    Project is working on metrics to measure these 21c skills
    Also working on how games can assist in developing and assessing collaborative skills
    Employability skills
  • Employability Skills
    • Communication
    • Teamwork
    • Problem Solving
    • Initiative and Enterprise
    • Planning and Organising
    • Self-management
    • Learning
    • Technology
  • Other:
    SECONDARY TEACHERS USE OF NEW MEDIA IN AN AGE OF ACCOUNTABILITY (Nicola Johnson, Monash Uni)Very early stages of this research; someone should do equivalent research for VET
    KEYNOTE: GILLY SALMON - AUSTRALIAN DIGITAL FUTURES INSTITUTE
    rise of informal learning will threaten existing structures
  • KEYNOTE PANEL – WHAT WILL LEARNING LOOK LIKE IN 2020?
     increase of individual agency <=> decrease of role of institution
    “video is the new text” (Prensky)
    70-80% of what we learn is informal (Jay Cross); therefore only 20% of learning takes place inside institutions
  • AUGMENTED REALITY (G. Jan Wilms, Union University, USA)
    Check:• Photosynth - http://photosynth.net/• Hallmark Greeting Cards - http://www.hallmark.com/online/webcam-greetings.aspxEducational:
    • Larngear - http://www.larngeartech.com• Kinect: http://kinecthacks.net/kinect-skeleton-test/
  • Augmented Reality (AR)time to adoption – 2 to 3 years (Horizon Report 2010)
  • TIME TO ADOPTION – 2 to 3 years
    http://www.youtube.com/watch?v=tb0pMeg1UN0
  • TIME TO ADOPTION – 2 to 3 years
    http://www.vimeo.com/2341387
  • IMPROVING ELEARNING CAPABILITY (Clint Smith)
    Designing eLearning
  • IMPROVING ELEARNING CAPABILITY
    Models of Change Management that don’t work:
    1. (e)tug trying to nudge the giant organisation in a new direction2. Performance Improvement3. BECTA Matrix type exercise (tool to get a snapshot of the use of technology within organisation)4. Strategic Gap Analysis (SWOT) – generate great data but too slow, bureaucratic and expensive5. Teach the Teachers: “throw some tools at staff and hope that some will stick” ; can be called Immersion Therapy
    X
  • IMPROVING ELEARNING CAPABILITY
    What does work? The No-Fuss Model (8-12 weeks to get up and running)
    1) Get your bearings – what is elearning? What type of elearning do we need? What are we trying to achieve? What are the specific benefits?2) Pick winners(a la GippsTAFE) ie courses that are more likely to work3) Setting Up – what are the delivery options? What tools will we need? How long till we’re ready?

  • IMPROVING ELEARNING CAPABILITY
    What are the Knock Out Punches that will ensure success?
    • Is there leadership and management support?• Do you have available materials?• Are you able to get staff sufficiently skilled?If the answer to any of these is NO then YOU ARE GOING THE WRONG WAY
    Break things down into projects – focus on courses, NOT people processes
  • The Adelaide Uni iPad Experiment
    10 minute podcast
  • The Adelaide Uni iPad Experiment
    ‘retail model’
    IT as enablers not controllers – enlisted as ‘help’
    Dedicated wireless for one or two rooms
    File management an issue
    Google searches better than ed apps do
    Some software does not work on ipad
    Lots of peer assistance happening of its own accord
    Has already transformed lectures into classes
    Students now sit in groups automatically