Educationaltechnology chseptember17 2010


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  • Or a tortoise and do I or others care?
  • Grounding thought – what lies beneath is where it gets interesting!
    Tools and how we deploy them (learning environment design) have an impact on the learning experience
    The processes we use to work with and around the technology have an impact.
    Our perceptions of an online space (as opposed to what the participants may perceive) can be a blinder!
    How we present this to our participations needs to reflect where we want their ATTENTION and what we want to happen – INTENTION.
    Here’s the quote in full: "It is when people stop thinking of something as a piece of technology that the thing starts to have its biggest impact. Wheels, wells, books, spectacles were all once wonders of the world; now they are everywhere, and we can't live without them. The internet hasn't quite got to that point, but it is getting there." - The Guardian Nov 4,,1940641,00.html?g...
    Image from Flickr CC thanks to Mr Magoo ICU 
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  • First, don’t take this diagram too literally. It is a tool for helping us have conversations about technology and communities. Tools are placed as a point of departure, not a definitive taxonomy! We have attempted to place each tool in a location that gives some insights as to its intended use with respect to the three tensions, and when possible, its relation to other tools.
    The time/space dimension is represented on the horizontal axis, with primarily asynchronous tools toward the left and primarily synchronous tools toward the right.
    The donut of the middle band represents the tension between participation and reification by classifying tools along a continuum between interacting in the upper half and publishing in the lower half.
    The tension between the group and the individual is represented by the center circle and the outer band respectively. The center circle focuses on the collective, with group and site management tools. The outer band focuses on the individual, with tools for managing participation from the perspective of individual members.
  • Educationaltechnology chseptember17 2010

    1. 1. Educational Technology Comics/cartoons Voice thread – interactive presentation Preceden – online timeline
    2. 2. Workshop - outcomes  Explore and experience  Cartoon/comic strips  Voice thread  Preceden
    3. 3. Learners… what do you know about these tools before we begin?
    4. 4.
    5. 5. It’s all about learning……….
    6. 6. Tools Group asynchronous Individual Interacting Publishing synchronous Group asynchronous discussion boards teleconference chat instant messaging member directory wiki blog telephony/ VoIP individual profile page e-mail e-mail lists scratch pad RSS “new” indicators subscription podcast content repository presence indicator buddy list security Q&A systems RSS aggregator newsletter calendar videoconference application sharing whiteboard site index participation statistics search subgroups personalization community public page version control document management UseNet content rating scheduling polling commenting social networking tools tagging individual bookmarking shared filtering geomapping micro- blogging social bookmarking mashups
    7. 7. Review and evaluation  What are your takeaways from today?  Would you like Fries with that?  Check this presentation out as a way to promote e-learning fun for you and your learners in the future 
    8. 8. Working with TNQ learning technologies team How the TNQ Learning technologies team can support you?
    9. 9. TNQ Training site – work in progress
    10. 10. Where to from here  Future training sessions – Staff training TNQ intranet site – bookings preferred  Wednesday personal and team coaching – 1-8pm Cairns library  Other coaching times can be negotiated with Colleen  Email  Phone 0740422484  Mobile 04139791594