Some posible futures for learning: Lessons and Enablers David Jones http://cq-pan.cqu.edu.au/david-jones/
Overview Context Current Practice Possible Futures Lessons Enablers
Context: Who am I <ul><li>Kiersey architect </li></ul><ul><li>Ex-IS academic </li></ul><ul><li>Head of E-Learning & Materi...
Glass half empty - skeptic http://flickr.com/photos/aviatordave/7007033/
Overview Current Practice Possible Futures Lessons Enablers Context
Context: E-Learning? <ul><li>the use of information and communications technology to support and enhance learning and teac...
E-Learning is silly <ul><li>Vast majority of learning@CQU relies on ICTs </li></ul><ul><li>Adding &quot;e-&quot; is an imm...
Context: Determinism #1 <ul><li>… the  relationship  between  educational progress  and  technological innovation  is one ...
Context: Determinism #2 <ul><li>For both research and practice, an appreciation of the complex and  unpredictable  dynamic...
Overview Context Current Practice Possible Futures Lessons Enablers
Overview Context Current Practice Possible Futures Lessons Enablers
Overview Context Possible Futures Lessons Enablers Current Practice
Overview Context Lessons Enablers Current Practice Possible Futures
http://shifthappens.wikispaces.com/
http://shifthappens.wikispaces.com/ <ul><li>August 2006 - Arapahoe High School </li></ul><ul><li>June 2007 - 5 million onl...
People are changing <ul><li>Our  students have changed radically . Today’s students are no longer the people our education...
People are changing <ul><li>For the first time in history  children are more comfortable, knowledgeable, and literate than...
Can you hear this? http://en.wikipedia.org/wiki/Teen_Buzz
http://www.educause.edu/content.asp?PAGE_ID=5989&bhcp=1
Some disagreement <ul><li>… young people..are.. claiming greater online self-efficacy  and skills than…their parents  (Liv...
More complex continuum <ul><li>Per tool breakdown </li></ul><ul><ul><li>Digital Voyeur  Knowing </li></ul></ul><ul><ul><li...
Introducing the book http://www.youtube.com/watch?v=pQHX-SjgQvQ
Literacy Everyone Everyone Programmers Priests, wealthy, educated Specialised technicians Scribes Programming Writing
Literacy http://techrepublic.com.com/5100-10878_11-5053961.html Everyone Everyone Programmers Priests, wealthy, educated S...
Where are we? Context Possible Futures Lessons Enablers Current Practice
CQU Courses - T2, 2006
% Feature Use
% Feature Use 0.93 posts per student
% Feature Use 9% assessable
% Feature Use 3.2 posts/student
Stuck in the CMS <ul><li>Uni e-learning = Course Management System </li></ul><ul><li>Course offering centric </li></ul><ul...
Overview Context Current Practice Possible Futures Enablers Lessons
Lessons <ul><li>TPCK </li></ul><ul><li>There are many learning theories </li></ul><ul><ul><li>Challenging the cognitivist/...
Lessons <ul><li>TPCK </li></ul><ul><li>There are many learning theories </li></ul><ul><ul><li>Challenging the cognitivist/...
http://www.tpck.org/ Technological Pedagogical Content Knowledge
<ul><li>True technology integration is understanding and negotiating the relationships between these three components of k...
Lessons <ul><li>TPCK </li></ul><ul><li>There are many learning theories </li></ul><ul><ul><li>Challenging the cognitivist/...
Learning &quot;Orthodoxy&quot; <ul><li>Behaviourist </li></ul><ul><li>Cognitivist </li></ul><ul><li>Constructivist </li></ul>
Connectivism <ul><li>At its heart, connectivism is the thesis that  knowledge is distributed across a network of connectio...
Connectivism Conference <ul><li>http://ltc.umanitoba.ca/moodle/course/view.php?id=9 </li></ul>
Lessons <ul><li>TPCK </li></ul><ul><li>There are many learning theories </li></ul><ul><ul><li>Challenging the cognitivist/...
Guess the source? <ul><li>Lectures were once useful; but now, when all can read, and books are so numerous, lectures are u...
Guess the source? <ul><li>Lectures were once useful; but now, when all can read, and books are so numerous, lectures are u...
Scarcity and changes <ul><li>Lecture -- scarce books </li></ul><ul><ul><li>&quot;action of reading, that which is read&quo...
Why a content focus? <ul><li>Under the regime of scarcity, exposition typically replaces inquiry.  </li></ul>http://www.h-...
The Long Tail http://longtailbook.co.uk/
CQU's Long Tail
Scarcity - enrolment <ul><li>IT and the network makes it  possible to serve the long tail </li></ul><ul><li>Though practic...
Overview Context Current Practice Possible Futures Lessons Enablers
Enablers <ul><li>Web 2.0 - the read/write web </li></ul><ul><li>Software as a service </li></ul><ul><li>3D worlds </li></u...
http://flickr.com/photos/kosmar/62381076/
Web 2.0 Video
Watch the video <ul><li>http://mediatedcultures.net/ksudigg/?p=84 </li></ul><ul><li>http://www.youtube.com/watch?v=6gmP4nk...
Web 2.0 Implications <ul><li>Everything is open </li></ul><ul><li>Remixing - mashups - &quot;prosumer&quot; </li></ul><ul>...
<ul><li>Insert creative commons movie here </li></ul>
Everything is open <ul><li>Three rules  (Polese, 2004)  :  </li></ul><ul><ul><li>Nobody owns it  </li></ul></ul><ul><ul><l...
Who's doing it? <ul><li>http://www.ocwconsortium.org/about/members.shtml </li></ul><ul><li>http://www.core.org.cn/en/index...
 
CQU site #2
 
19 Sep 2006 - No Google entry 12 Jan 2007 - #50 Google entry 26 Jun 2007 - #24 Google entry
Overview Context Current Practice Lessons Enablers Possible Futures
&quot;Web 2.0 Course Site&quot; <ul><li>A trial in T2, 2007 </li></ul><ul><li>Majority of the services/content/site </li><...
 
Announcements
 
Learning Space
 
Portfolio & Weblog
Learning Space
Resources
Resources
Web 2.0 Implications <ul><li>Everything is open </li></ul><ul><li>Remixing - mashups - &quot;prosumer&quot; </li></ul><ul>...
Mashups <ul><li>Application that combines content from more than one source into an integrated experience - Wikipedia </li...
Produce/consumer
 
Students as co-producers
A podcast mashup <ul><li>Course podcast </li></ul><ul><ul><li>Created by students and staff </li></ul></ul><ul><ul><li>Fin...
Tag a resource
Saved on del.icio.us
Podcast  generated  by feedburner
View via iTune (or other tool)
Don't like the name and description
Edit it on del.icio.us
Update the podcast
Web 2.0 Implications <ul><li>Everything is open </li></ul><ul><li>Remixing - mashups - &quot;prosumer&quot; </li></ul><ul>...
Web 2.0 Implications <ul><li>Everything is open </li></ul><ul><li>Remixing - mashups - &quot;prosumer&quot; </li></ul><ul>...
Usability
Usability
Usability
Usability
Web 2.0 Implications <ul><li>Everything is open </li></ul><ul><li>Remixing - mashups - &quot;prosumer&quot; </li></ul><ul>...
Usability
Usability
Usability
Usability
Enablers <ul><li>Web 2.0 - the read/write web </li></ul><ul><li>Software as a service </li></ul><ul><li>RSS and feeds </li...
Wikipedia definition <ul><li>is a software application delivery model where a software vendor develops a web-native softwa...
 
Up the abstraction layer
Enablers <ul><li>Web 2.0 - the read/write web </li></ul><ul><li>Software as a service </li></ul><ul><li>RSS and feeds </li...
RSS in plain english <ul><li>http://www.commoncraft.com/rss_plain_english </li></ul>
&quot;I go get&quot; web
&quot;Come to me&quot; web
Enablers <ul><li>Web 2.0 - the read/write web </li></ul><ul><li>Software as a service </li></ul><ul><li>RSS and feeds </li...
Second Life
Overview Context Current Practice Lessons Enablers Possible Futures
Futures @ CQU <ul><li>Web 2.0 Course Site http://cq-pan.cqu.edu.au/david-jones/blog/?cat=9 </li></ul><ul><li>BAM - Blog Ag...
What do you think? <ul><li>How are your teaching ideas </li></ul><ul><ul><li>Dealing with exponential times? </li></ul></u...
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Some possible futures of learning: lessons and enablers

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A second version of a presentation looking at a small sample of potential future directions which learning may take in the next couple of years. Tends to lean towards the impact of ICTs, Web2.0 and associated ideas and not engage as fully as it should with changes in understanding about learning - maybe in the future. More information about the presentation can be found <a href="http://cq-pan.cqu.edu.au/david-jones/Publications/Presentations/PossibleFuturesII/">here</a>

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Some possible futures of learning: lessons and enablers

  1. 1. Some posible futures for learning: Lessons and Enablers David Jones http://cq-pan.cqu.edu.au/david-jones/
  2. 2. Overview Context Current Practice Possible Futures Lessons Enablers
  3. 3. Context: Who am I <ul><li>Kiersey architect </li></ul><ul><li>Ex-IS academic </li></ul><ul><li>Head of E-Learning & Materials Development (aka CD&DU), DTLS </li></ul><ul><li>Lot's of e-learning </li></ul>http://flickr.com/photos/aviatordave/7007033/
  4. 4. Glass half empty - skeptic http://flickr.com/photos/aviatordave/7007033/
  5. 5. Overview Current Practice Possible Futures Lessons Enablers Context
  6. 6. Context: E-Learning? <ul><li>the use of information and communications technology to support and enhance learning and teaching in higher education institutions (HEIs) </li></ul>OECD (2005). E-Learning in Tertiary Education: Where do we stand? Paris, France, Centre for Educational Research and Innovation, Organisation for Economic Co-operation and Development. http://new.sourceoecd.org/education/9264009205
  7. 7. E-Learning is silly <ul><li>Vast majority of learning@CQU relies on ICTs </li></ul><ul><li>Adding &quot;e-&quot; is an immigrant practice </li></ul>
  8. 8. Context: Determinism #1 <ul><li>… the relationship between educational progress and technological innovation is one of mutual influence and implication , how it involves a range of other factors, and how technological &quot;progress&quot; can sometimes be stopped dead in its tracks … </li></ul>Norm Friesen, E-Learning Myth #2: Technology drives educational change http://learningspaces.org/myths/determinism.html
  9. 9. Context: Determinism #2 <ul><li>For both research and practice, an appreciation of the complex and unpredictable dynamic between technology and education implies an openness to users' appropriation and rejection of technology, and a healthy skepticism towards bold technological predictions or visions. </li></ul>Norm Friesen, E-Learning Myth #2: Technology drives educational change http://learningspaces.org/myths/determinism.html
  10. 10. Overview Context Current Practice Possible Futures Lessons Enablers
  11. 11. Overview Context Current Practice Possible Futures Lessons Enablers
  12. 12. Overview Context Possible Futures Lessons Enablers Current Practice
  13. 13. Overview Context Lessons Enablers Current Practice Possible Futures
  14. 14. http://shifthappens.wikispaces.com/
  15. 15. http://shifthappens.wikispaces.com/ <ul><li>August 2006 - Arapahoe High School </li></ul><ul><li>June 2007 - 5 million online viewers </li></ul><ul><li>Modifications, remixes, parodies and finally updated version </li></ul>
  16. 16. People are changing <ul><li>Our students have changed radically . Today’s students are no longer the people our educational system was designed to teach. </li></ul>Marc Prensky (2001). Digital Natives, Digital Immigrants . On the Horizon . 9(5) http://www.marcprensky.com/writing/
  17. 17. People are changing <ul><li>For the first time in history children are more comfortable, knowledgeable, and literate than their parents about an innovation central to their society. And it is through the use of the digital media that the N-Generation will develop and superimpose its culture on the rest of society” </li></ul>Don Tapscott (1997) Growing up Digital: The Rise of the Net Generation, McGraw-Hill
  18. 18. Can you hear this? http://en.wikipedia.org/wiki/Teen_Buzz
  19. 19. http://www.educause.edu/content.asp?PAGE_ID=5989&bhcp=1
  20. 20. Some disagreement <ul><li>… young people..are.. claiming greater online self-efficacy and skills than…their parents (Livingstone, Bober & Helsper, 2005) . … do not take these claims at face value , and universalize them to youth in general. Instead.. the complex skills needed to effectively utilize the Internet are distributed not only by age, but also by “gender and socio-economic status” (Livingstone, Bober & Helsper, 2005) . </li></ul>Norm Friesen, E-Learning Myth #1: The &quot;Net Gen&quot; Myth http://ipseity.blogsome.com/2006/08/14/p36/ Sonia Livingstone, Magdalena Bober & Ellen Helsper (2005), Active participation or just more information? Information, Communication and Society 8(3): 287-314
  21. 21. More complex continuum <ul><li>Per tool breakdown </li></ul><ul><ul><li>Digital Voyeur Knowing </li></ul></ul><ul><ul><li>Digital Immigrant Participating </li></ul></ul><ul><ul><li>Digital Native Living </li></ul></ul>Christopher Harris(2006). Knowing | Particpating | Living, http://schoolof.info/informancy/?p=159
  22. 22. Introducing the book http://www.youtube.com/watch?v=pQHX-SjgQvQ
  23. 23. Literacy Everyone Everyone Programmers Priests, wealthy, educated Specialised technicians Scribes Programming Writing
  24. 24. Literacy http://techrepublic.com.com/5100-10878_11-5053961.html Everyone Everyone Programmers Priests, wealthy, educated Specialised technicians Scribes Programming Writing
  25. 25. Where are we? Context Possible Futures Lessons Enablers Current Practice
  26. 26. CQU Courses - T2, 2006
  27. 27. % Feature Use
  28. 28. % Feature Use 0.93 posts per student
  29. 29. % Feature Use 9% assessable
  30. 30. % Feature Use 3.2 posts/student
  31. 31. Stuck in the CMS <ul><li>Uni e-learning = Course Management System </li></ul><ul><li>Course offering centric </li></ul><ul><li>Little flexibility, little use, little innovation </li></ul><ul><li>Client/Server </li></ul>
  32. 32. Overview Context Current Practice Possible Futures Enablers Lessons
  33. 33. Lessons <ul><li>TPCK </li></ul><ul><li>There are many learning theories </li></ul><ul><ul><li>Challenging the cognitivist/constructivist orthodoxy </li></ul></ul><ul><li>Content is not scarce </li></ul>
  34. 34. Lessons <ul><li>TPCK </li></ul><ul><li>There are many learning theories </li></ul><ul><ul><li>Challenging the cognitivist/constructivist orthodoxy </li></ul></ul><ul><li>Content is not scarce </li></ul>What do you need to know to teach @ CQU?
  35. 35. http://www.tpck.org/ Technological Pedagogical Content Knowledge
  36. 36. <ul><li>True technology integration is understanding and negotiating the relationships between these three components of knowledge. </li></ul><ul><li>A teacher capable of negotiating these relationships represents a form of expertise different from, and greater than, the knowledge of a disciplinary expert, a technology expert and a pedagogical expert. </li></ul>http://www.tpck.org/
  37. 37. Lessons <ul><li>TPCK </li></ul><ul><li>There are many learning theories </li></ul><ul><ul><li>Challenging the cognitivist/constructivist orthodoxy </li></ul></ul><ul><li>Content is not scarce </li></ul>
  38. 38. Learning &quot;Orthodoxy&quot; <ul><li>Behaviourist </li></ul><ul><li>Cognitivist </li></ul><ul><li>Constructivist </li></ul>
  39. 39. Connectivism <ul><li>At its heart, connectivism is the thesis that knowledge is distributed across a network of connections , and therefore that learning consists of the ability to construct and traverse those networks …. connectivism denies that knowledge is propositional . That is to say, these other theories are 'cognitivist', in the sense that they depict knowledge and learning as being grounded in language and logic. </li></ul>http://halfanhour.blogspot.com/2007/02/what-connectivism-is.html http://www.elearnspace.org/media/SituatingConnectivism/player.html
  40. 40. Connectivism Conference <ul><li>http://ltc.umanitoba.ca/moodle/course/view.php?id=9 </li></ul>
  41. 41. Lessons <ul><li>TPCK </li></ul><ul><li>There are many learning theories </li></ul><ul><ul><li>Challenging the cognitivist/constructivist orthodoxy </li></ul></ul><ul><li>Content is not scarce </li></ul>
  42. 42. Guess the source? <ul><li>Lectures were once useful; but now, when all can read, and books are so numerous, lectures are unnecessary. </li></ul>
  43. 43. Guess the source? <ul><li>Lectures were once useful; but now, when all can read, and books are so numerous, lectures are unnecessary. </li></ul><ul><li>Samuel Johnson - 1781 </li></ul>http://en.wikipedia.org/wiki/Image:Samuel_Johnson_by_Joshua_Reynolds.jpg
  44. 44. Scarcity and changes <ul><li>Lecture -- scarce books </li></ul><ul><ul><li>&quot;action of reading, that which is read&quot; </li></ul></ul><ul><li>Textbooks -- scarce media </li></ul><ul><li>Face-to-face -- scarce time </li></ul><ul><li>Web -- abundance </li></ul><ul><ul><li>Multiple points of entry </li></ul></ul><ul><ul><li>Flexiblity through diverse sources </li></ul></ul>http://www.h-net.org/teaching/essays/mcclymer.html
  45. 45. Why a content focus? <ul><li>Under the regime of scarcity, exposition typically replaces inquiry. </li></ul>http://www.h-net.org/teaching/essays/mcclymer.html
  46. 46. The Long Tail http://longtailbook.co.uk/
  47. 47. CQU's Long Tail
  48. 48. Scarcity - enrolment <ul><li>IT and the network makes it possible to serve the long tail </li></ul><ul><li>Though practices have to change </li></ul>Saul Fisher (2005) Long Tails in Higher Education http://www.insidehighered.com/views/2005/05/27/fisher
  49. 49. Overview Context Current Practice Possible Futures Lessons Enablers
  50. 50. Enablers <ul><li>Web 2.0 - the read/write web </li></ul><ul><li>Software as a service </li></ul><ul><li>3D worlds </li></ul><ul><li>Everything is open </li></ul>
  51. 51. http://flickr.com/photos/kosmar/62381076/
  52. 52. Web 2.0 Video
  53. 53. Watch the video <ul><li>http://mediatedcultures.net/ksudigg/?p=84 </li></ul><ul><li>http://www.youtube.com/watch?v=6gmP4nk0EOE </li></ul><ul><li>The &quot;cultural&quot; approach </li></ul><ul><li>http://www.youtube.com/video_response_view_all?v=6gmP4nk0EOE </li></ul><ul><li>Responses </li></ul><ul><li>http://www.youtube.com/watch?v=EAVmB5dKZZ8 A nice response </li></ul><ul><li>http://mojiti.com/kan/2024/3668 Let's annotate it </li></ul>
  54. 54. Web 2.0 Implications <ul><li>Everything is open </li></ul><ul><li>Remixing - mashups - &quot;prosumer&quot; </li></ul><ul><li>Usability </li></ul>
  55. 55. <ul><li>Insert creative commons movie here </li></ul>
  56. 56. Everything is open <ul><li>Three rules (Polese, 2004) : </li></ul><ul><ul><li>Nobody owns it </li></ul></ul><ul><ul><li>Everybody uses it </li></ul></ul><ul><ul><li>Anybody can improve it </li></ul></ul><ul><li>Current examples </li></ul><ul><ul><li>Open source </li></ul></ul><ul><ul><li>Open content </li></ul></ul><ul><ul><li>Social software - Wikis, Blogs </li></ul></ul>http://creativecommons.org/
  57. 57. Who's doing it? <ul><li>http://www.ocwconsortium.org/about/members.shtml </li></ul><ul><li>http://www.core.org.cn/en/index.htm </li></ul><ul><li>&quot;education can be advanced---by constantly widening access to information and by inspiring others to participate&quot; - Charles Vest </li></ul>
  58. 59. CQU site #2
  59. 61. 19 Sep 2006 - No Google entry 12 Jan 2007 - #50 Google entry 26 Jun 2007 - #24 Google entry
  60. 62. Overview Context Current Practice Lessons Enablers Possible Futures
  61. 63. &quot;Web 2.0 Course Site&quot; <ul><li>A trial in T2, 2007 </li></ul><ul><li>Majority of the services/content/site </li></ul><ul><ul><li>Not hosted on CQU servers </li></ul></ul><ul><ul><li>Open to anyone to look at and contribute </li></ul></ul><ul><ul><li>Implemented as mash ups </li></ul></ul>
  62. 65. Announcements
  63. 67. Learning Space
  64. 69. Portfolio & Weblog
  65. 70. Learning Space
  66. 71. Resources
  67. 72. Resources
  68. 73. Web 2.0 Implications <ul><li>Everything is open </li></ul><ul><li>Remixing - mashups - &quot;prosumer&quot; </li></ul><ul><li>Usability </li></ul>
  69. 74. Mashups <ul><li>Application that combines content from more than one source into an integrated experience - Wikipedia </li></ul><ul><li>http://flickrvision.com/maps/show_3d </li></ul><ul><li>http://dotsub.com/films/inplainenglish/index.php </li></ul><ul><li>http://mojiti.com/kan/2024/4774 </li></ul>
  70. 75. Produce/consumer
  71. 77. Students as co-producers
  72. 78. A podcast mashup <ul><li>Course podcast </li></ul><ul><ul><li>Created by students and staff </li></ul></ul><ul><ul><li>Finding interesting resources on the web </li></ul></ul><ul><ul><li>Tagging with del.icio.us </li></ul></ul>
  73. 79. Tag a resource
  74. 80. Saved on del.icio.us
  75. 81. Podcast generated by feedburner
  76. 82. View via iTune (or other tool)
  77. 83. Don't like the name and description
  78. 84. Edit it on del.icio.us
  79. 85. Update the podcast
  80. 86. Web 2.0 Implications <ul><li>Everything is open </li></ul><ul><li>Remixing - mashups - &quot;prosumer&quot; </li></ul><ul><li>Usability </li></ul>
  81. 87. Web 2.0 Implications <ul><li>Everything is open </li></ul><ul><li>Remixing - mashups - &quot;prosumer&quot; </li></ul><ul><li>Usability </li></ul><ul><li>The CQU approach </li></ul>
  82. 88. Usability
  83. 89. Usability
  84. 90. Usability
  85. 91. Usability
  86. 92. Web 2.0 Implications <ul><li>Everything is open </li></ul><ul><li>Remixing - mashups - &quot;prosumer&quot; </li></ul><ul><li>Usability </li></ul><ul><li>The Web 2.0 alternative </li></ul>
  87. 93. Usability
  88. 94. Usability
  89. 95. Usability
  90. 96. Usability
  91. 97. Enablers <ul><li>Web 2.0 - the read/write web </li></ul><ul><li>Software as a service </li></ul><ul><li>RSS and feeds </li></ul><ul><li>3D worlds </li></ul>
  92. 98. Wikipedia definition <ul><li>is a software application delivery model where a software vendor develops a web-native software application and hosts and operates … the application for use by its customers over the Internet. </li></ul><ul><li>Customers pay not for owning the software itself but for using it. </li></ul>
  93. 100. Up the abstraction layer
  94. 101. Enablers <ul><li>Web 2.0 - the read/write web </li></ul><ul><li>Software as a service </li></ul><ul><li>RSS and feeds </li></ul><ul><li>3D worlds </li></ul>
  95. 102. RSS in plain english <ul><li>http://www.commoncraft.com/rss_plain_english </li></ul>
  96. 103. &quot;I go get&quot; web
  97. 104. &quot;Come to me&quot; web
  98. 105. Enablers <ul><li>Web 2.0 - the read/write web </li></ul><ul><li>Software as a service </li></ul><ul><li>RSS and feeds </li></ul><ul><li>3D worlds </li></ul>
  99. 106. Second Life
  100. 107. Overview Context Current Practice Lessons Enablers Possible Futures
  101. 108. Futures @ CQU <ul><li>Web 2.0 Course Site http://cq-pan.cqu.edu.au/david-jones/blog/?cat=9 </li></ul><ul><li>BAM - Blog Aggregation Management http://cq-pan.cqu.edu.au/david-jones/Projects/BAM/ </li></ul><ul><li>Web 2.0 CoP [email_address] </li></ul><ul><li>23 Things http://sjlibrary23.blogspot.com/ </li></ul>
  102. 109. What do you think? <ul><li>How are your teaching ideas </li></ul><ul><ul><li>Dealing with exponential times? </li></ul></ul><ul><ul><li>Dealing with changes in students? </li></ul></ul><ul><ul><li>Harnessing the improved technologies? </li></ul></ul><ul><li>How can we help? </li></ul>

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