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Site 2009 Final Domurchu


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Cutting-edge tools and Convergerences for the 21st Century Curricula
An International Vision

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Site 2009 Final Domurchu

  1. 1. iTechnology in MobileLearning & Teaching in the 21 st . Century - Ireland SITE 2009 Dr. Daithi Ó Murchú SITE 2009 [email_address] Cutting-edge tools and Convergerences for the 21st Century Curricula An International Vision
  2. 2. Quo Vadis ?
  3. 3. No one knows anything
  4. 4. The overall educational challenge of today’s knowledge society is the enhancement of learning through and beyond M obile D igital I nformation and C ommunication T echnologie s , ( M-DICTs ) (ÓMurchú & Sorensen, 2009)
  5. 5. This global challenge requires creativity as well as innovation and change in educational psyche to identify didactic paradigms, which allow for transformative learning processes to unfold in real-time and virtual contexts in ways that truly provide quality in processes of learning at all levels, (Bates, 1999; Collis, 1996; Koschmann, 2002; Collis, 2001, Sorensen & Ó Murchú, 2005, Ó Murchú & Sorensen, 2009). From an Irish perspective I will refer to M obile i - L earning ( MiL ) at all levels, evolving towards and beyond invisible M-DICTs.
  6. 6. For all intensive purposes i-learning is defined as being innovative, inclusive, integrative, imaginative, inspired, inventive, intuitive and ingenious learning, which utilises all forms of M-DICTs to enhance encultured learning in real and virtual settings and environments globally. (Ó Murchú, 2005, Sorensen & Ó Murchú, 2006, 2009).
  7. 7. All M i-learning ought to be, by definition, incitive as it challenges every educator, in each and every organisation, to resourcefully and skilfully debate, transform and adapt all technology usage to enhance the multiply-intelligenced individual in transforming his/her meaningful learning in an encultured and authentic fashion, (Ó Murchú, 2005, Sorensen & Ó Murchú, 2006, 2009).
  8. 8. “ Learning for learning's sake isn't enough . . . . We may learn things that constrict our vision and warp our judgment. What we must reach for is a conception of perpetual self-discovery, perpetual reshaping to realize one's goals, to realize one's best self, to be the person one could be.” Gardner (1983).
  9. 9. The traditional learning model is not relevant to real student needs <ul><li>Today's workplaces and communities - and tomorrow's - have tougher requirements than ever before. They need citizens who can think critically, strategically, individually and collaboratively to solve problems . </li></ul>
  10. 10. The traditional learning model is not relevant to real student needs <ul><li>These individuals must learn in a rapidly changing environment , and Construct knowledge taken from numerous sources and different perspectives. CPA Stone 2001. </li></ul><ul><li>They must understand systems in diverse contexts, and collaborate locally and around the globe as active citizens . </li></ul>
  11. 11. Instructor-Dependent PC a ‘nice to have’ Happy to wait Learn ‘What’ or ‘How’ Avoid discomfort Learn & Apply Independent Problem-solvers Technology a ‘must have’ Want immediate answers Start with ‘Why?’ Fearless Learn Apply UnLearn... 20th Century 21st Century
  12. 12. No Frontiers GainingVision MiL
  13. 13. The traditional learning model is not relevant to real student needs “ Learning to Learn =L2L2A ”
  14. 14. Prosumerism Prosumerism MiL MiLearning Constructionism Consructionism
  15. 15. <ul><li>2005 -2025 -Food for Thought (Ó Murchú & Sorensen, 2009). </li></ul><ul><li>2005-2025: </li></ul><ul><li>Global web-based , web 2/3 technologies centre of gravity. </li></ul><ul><li>Mi- intelligence will dictate reality in a global society of pervasive super-computing . </li></ul><ul><li>‘ Web-beings’ with synchronous, mobile communication, built-in to our person, 24X7. </li></ul>
  16. 16. <ul><li>2005 -2025 -Food for Thought (Ó Murchú & Sorensen, 2009). </li></ul><ul><li>Information overload becomes commonplace. </li></ul><ul><li>Wild cards such as nanotechnology and phenotropics (software) take things in completely unexpected directions. </li></ul><ul><li>Continuous partial attention is a must ‘behaviour’ to survive the pace of life. </li></ul>
  17. 17. <ul><li>Being connected is accepted but intrusive as personal privacy is virtually non-existent. </li></ul><ul><li>Continuous partial attention is the work-ethic of life as our connectivity is multi-laired and productivity demands the capacity to multi-task. </li></ul><ul><li>Living spaces are web-controlled and accessible globally. </li></ul>
  18. 18. <ul><li>The holistic , meaningful and soulful human being is challenged to find meaning in a world wholly connected without desire to embrace traditional conformity. </li></ul><ul><li>Mi Learning will dominate schooling at all levels and teaching as we know it will be multi-rolling and facilitating individual self-directed learning. </li></ul><ul><li>Seeking self and meaning will be challenging as virtuality and super technologies offer longevity and ‘happiness’. </li></ul>
  19. 19. Gaining Vision - MiL
  20. 20. Cutting-edge tools and Convergerences for the 21st Century Curricula An International Vision - Ireland Dr. Daithi Ó Murchú SITE 2009 [email_address] inspired inventive intuitive integrative ingenious inclusive imaginative innovative Dr.Daithí Ó Murchú M i L