On 26th March, Dr Bex Lewis will be running a Collaborative Enhancement and Teaching (CET) Lunch, 12.30 - 2pm
The topic will be 'The 21st Century Learner', with discussions on blended learning tools and the use of social networks.
CET lunches are an informal space to discuss and share learning and teaching experiences/practice across the university.
The session will include discussions as to what differences there may be with "The 21st Century Learner", a summary of Sir David Melville's CLEX report from March 2009, a consideration of what Blended Learning is, visual stats, and a look at some potential tools/their uses.
(The presentation was somewhat a 'work in progress', and there's a lot more depth I'd like to investigate, but it generated great discussion, and some thinking for me/others!)
This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
Roles and Funtions of Educational Technology in 21st century educationadrianpags
Educational technology refers to the effective use of technological tools and resources in education to improve teaching and learning. It involves using media, hardware, software and networks to enhance the learning process. The focus is on analyzing problems in education and devising solutions through research, design, evaluation and understanding the impacts of technology. In 21st century education, the roles of educational technology include making instruction more student-centered, collaborative and context-based. It allows 24/7 access to information, social interaction and sharing of digital content. Important functions are improving teaching and learning, analyzing the processes, enhancing goals, training teachers, developing curriculum, materials, strategies and aids. Educational technology helps identify community needs and improve the overall education
How technology impact children’s development in schoolstarunwebglaze
When technology is blended into education, learners at schools are required to be more involved in the subjects they are studying. Technology offers various possibilities to make studying more enjoyment and pleasant in terms of teaching the same things in innovative methods. If you are wondering how technology impacts children’s development in schools then here is a complete guide for you. The schools are now realizing the requirement of integrated the appropriate quantity of technology in the learning system.
This presentation is about the complex ecosystem that education has become. There are revolutionary changes happening in the system requiring professional managers to handle many issues.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
This document outlines standards from the Partnership for 21st Century Skills (P21) Framework for teaching critical skills to students. The P21 Framework advocates integrating skills like critical thinking, problem solving, communication and collaboration into core academic subjects. It describes student outcomes including core subject knowledge and interdisciplinary themes like global awareness, financial literacy, and civic literacy. It also outlines learning and innovation skills of creativity, critical thinking, communication and collaboration. Finally, it discusses information, media and technology skills and life/career skills needed for work and life in the 21st century.
This document provides guidance on developing a blended learning framework. It discusses key elements to consider such as learning outcomes, pedagogical approaches, who will be involved, learning spaces, digital tools, and devices. Users are prompted to think about these core components to create their own blended learning approach. Flexible online units of work are also mentioned as an example of a blended learning model. Guidance is offered on transitioning gradually to blended learning by starting with supplemental online materials before integrating more interactive elements.
This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
Roles and Funtions of Educational Technology in 21st century educationadrianpags
Educational technology refers to the effective use of technological tools and resources in education to improve teaching and learning. It involves using media, hardware, software and networks to enhance the learning process. The focus is on analyzing problems in education and devising solutions through research, design, evaluation and understanding the impacts of technology. In 21st century education, the roles of educational technology include making instruction more student-centered, collaborative and context-based. It allows 24/7 access to information, social interaction and sharing of digital content. Important functions are improving teaching and learning, analyzing the processes, enhancing goals, training teachers, developing curriculum, materials, strategies and aids. Educational technology helps identify community needs and improve the overall education
How technology impact children’s development in schoolstarunwebglaze
When technology is blended into education, learners at schools are required to be more involved in the subjects they are studying. Technology offers various possibilities to make studying more enjoyment and pleasant in terms of teaching the same things in innovative methods. If you are wondering how technology impacts children’s development in schools then here is a complete guide for you. The schools are now realizing the requirement of integrated the appropriate quantity of technology in the learning system.
This presentation is about the complex ecosystem that education has become. There are revolutionary changes happening in the system requiring professional managers to handle many issues.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
This document outlines standards from the Partnership for 21st Century Skills (P21) Framework for teaching critical skills to students. The P21 Framework advocates integrating skills like critical thinking, problem solving, communication and collaboration into core academic subjects. It describes student outcomes including core subject knowledge and interdisciplinary themes like global awareness, financial literacy, and civic literacy. It also outlines learning and innovation skills of creativity, critical thinking, communication and collaboration. Finally, it discusses information, media and technology skills and life/career skills needed for work and life in the 21st century.
This document provides guidance on developing a blended learning framework. It discusses key elements to consider such as learning outcomes, pedagogical approaches, who will be involved, learning spaces, digital tools, and devices. Users are prompted to think about these core components to create their own blended learning approach. Flexible online units of work are also mentioned as an example of a blended learning model. Guidance is offered on transitioning gradually to blended learning by starting with supplemental online materials before integrating more interactive elements.
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
Blended learning is not a new concept. Better and more affordable software solutions, like G Suite for Education, and improved internet access means more educational organisations are implementing blended learning solutions. Blended and elearning isn’t ‘good’ just because it is digital; it needs to meet student needs and learning goals.
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
Blended learning combines online and in-person learning experiences. It allows students to learn about the same topics both online and in class, with the online and in-person experiences complementing each other. There are various models of blended learning, including the flipped classroom model where instructional content is accessed outside class and class time is used for projects and help. Blended learning has benefits like extending reach, optimizing costs, and allowing students to learn at their own pace, but critics question whether students get enough guidance and supervision without teachers.
This document discusses pedagogical approaches before, during, and after the COVID-19 pandemic. It begins by outlining different education tools and how they were used pre-pandemic for face-to-face, online, and blended learning. During the pandemic, distance learning increased reliance on digital tools and highlighted challenges around equity and support for educators. Lessons from the pandemic may include greater use of technology, appreciation for teachers, and focus on competency-based learning. The document advocates for more personalized, collaborative, and interconnected learning models post-pandemic.
The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
Powerpoint module 3 final - wilson [autosaved]Tara Wilson
The document discusses how technology can transform education by moving away from traditional lecture-based models and embracing new skills like collaboration, inquiry-based learning, and personalized learning. It argues teachers should leverage technology to give students more voice, choice, and opportunities to learn from each other through projects, papers, and online sharing instead of solely relying on tests. When used meaningfully, technology can engage students by connecting them to a wider world of information and communities while still requiring guidance from teachers.
The document outlines a plan to train teachers to teach students about internet safety, netiquette, cyberbullying, and proper computer care. The goals are to train teachers in these topics and have teachers incorporate the lessons into their classrooms. Teachers would explore informational websites and participate in a presentation on the topics. The plan is to make the training available annually or biannually and require teachers to include the lessons in their plans each year.
This is a presentation that I gave to the Hong Kong Vocational Training Council Learning and Teaching Steering Committee. I was asked to present on the Learning Management System, Education 3.0 and future directions in eLearning. I tied it all together by presenting Education 3.0 as the driver to change the past (LMS) into the future (open, mobile learning supported by learning analytics).
The document discusses online collaborative learning, which involves students learning together over the internet. It notes that collaborative learning allows students to actively construct knowledge by sharing experiences and taking on different roles. It describes benefits of online collaborative learning for students, such as increased motivation, access to more information resources, and opportunities to improve skills. However, it also mentions challenges of online collaborative learning, such as requiring additional time and administrative support.
Blended Learning – A Total Training Solution, Craig JordanThe HR Observer
Corporate training has come a long way over the last 30 years significantly due to rapid technological advances. These advances have allowed us to move from the typical “chalk & talk” classroom delivery, requiring all participants to be in the same room, to the point where we can now deliver training simultaneously to a dispersed audience anywhere in the world. In its infancy, blended learning simply meant supporting classroom training with linear semi-interactive online modules but the industry now offers a variety of sophisticated tools and platforms. Providing the optimum blended learning solution for your organisation needs careful planning and preparation. This workshop will look at the options available and present a model solution for the modern work environment.
This presentation was used at HR Summit and Expo 2013 www.hrsummitexpo.com
Using design based research to develop meaningful mobile learning scenarios Kevin Burden
Current research into the use of mobile devices and tablet computers like the iPad indicate there are multiple opportunities to support and enhance learning and we already know a considerable amount about what works in classrooms when these devices are deployed. However it is still unclear why or how these technologies make a difference and this presentation argues that design based research (DBR) would help practitioners and researchers gain a better understanding about the design principles required to develop effective and meaningful learning sceanrios using mobile technologies
21st Century Learner and the Iowa Core Curriculumtwaterman
The document discusses how 21st century skills and tools can help transform classrooms to engage modern students and align with the Iowa Core Curriculum. It defines characteristics of 21st century learners and the skills they need, such as critical thinking, collaboration, and digital literacy. Examples are given of how Web 2.0 tools, mobile learning, and revising Bloom's Taxonomy can support developing these skills. The Iowa Core Curriculum and standards from groups like ISTE are also highlighted as frameworks to integrate 21st century skills into teaching and assessment.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
The document discusses technology enhanced learning design. It defines learning design as the description of teaching and learning processes within a learning event or module. An iterative, evidence-based approach to learning design is advocated. Learning design is broader than instructional design as it considers all tools, resources and methods used. Conceptual models for learning design include personas, maps and templates. Levels of design include curriculum, module and activity levels. Technology enhanced learning design focuses on evidence-based activity design considering student activity, outcomes, support, technology and practice improvement. A variety of tools for content delivery, assessment, collaboration and student support are discussed. Regular evaluation and reflection on practice is emphasized.
Educational challenges... This trip takes you to a reflection on the use of learning outcomes, the role of the learner, quality assurance, sparkling learning environments and interconnection... 5 stars, 5 recommendations!
A presentation by Kim Cofino given to Qatar Academy staff in February 2009. Find more details on the presentation wiki: http://the21stcenturylearner.wikispaces.com
The document discusses the skills needed for 21st century learners and teachers. It outlines 8 common skills for digital learners, including creativity, critical thinking, communication, collaboration, and technology use. It also describes how teachers should integrate these skills into content areas through real-world projects, collaboration, technology, and assessments. Finally, it lists 8 characteristics of 21st century teachers, such as being adaptable, visionary, a collaborator, risk-taker, learner, communicator, model, and leader.
The document discusses eLearning pedagogy and strategies for creating a successful online learning environment. It outlines different modes of eLearning delivery and learner engagement. A networked learning environment is described that allows students and teachers to access instructional content and resources anywhere at any time. Effective instructional design and applying constructivist and problem-based learning approaches are recommended for online courses.
Blended learning is not a new concept. Better and more affordable software solutions, like G Suite for Education, and improved internet access means more educational organisations are implementing blended learning solutions. Blended and elearning isn’t ‘good’ just because it is digital; it needs to meet student needs and learning goals.
The document discusses blended learning, which combines different modes of delivery including classroom training, web-based training, and mobile learning. Blended learning allows for active learning and customization to individual learners. It has emerged as a natural choice for training companies and higher education due to benefits like cost savings and flexibility. Advancing technologies will continue impacting and expanding blended learning opportunities.
Blended learning combines online and in-person learning experiences. It allows students to learn about the same topics both online and in class, with the online and in-person experiences complementing each other. There are various models of blended learning, including the flipped classroom model where instructional content is accessed outside class and class time is used for projects and help. Blended learning has benefits like extending reach, optimizing costs, and allowing students to learn at their own pace, but critics question whether students get enough guidance and supervision without teachers.
This document discusses pedagogical approaches before, during, and after the COVID-19 pandemic. It begins by outlining different education tools and how they were used pre-pandemic for face-to-face, online, and blended learning. During the pandemic, distance learning increased reliance on digital tools and highlighted challenges around equity and support for educators. Lessons from the pandemic may include greater use of technology, appreciation for teachers, and focus on competency-based learning. The document advocates for more personalized, collaborative, and interconnected learning models post-pandemic.
The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
Powerpoint module 3 final - wilson [autosaved]Tara Wilson
The document discusses how technology can transform education by moving away from traditional lecture-based models and embracing new skills like collaboration, inquiry-based learning, and personalized learning. It argues teachers should leverage technology to give students more voice, choice, and opportunities to learn from each other through projects, papers, and online sharing instead of solely relying on tests. When used meaningfully, technology can engage students by connecting them to a wider world of information and communities while still requiring guidance from teachers.
The document outlines a plan to train teachers to teach students about internet safety, netiquette, cyberbullying, and proper computer care. The goals are to train teachers in these topics and have teachers incorporate the lessons into their classrooms. Teachers would explore informational websites and participate in a presentation on the topics. The plan is to make the training available annually or biannually and require teachers to include the lessons in their plans each year.
This is a presentation that I gave to the Hong Kong Vocational Training Council Learning and Teaching Steering Committee. I was asked to present on the Learning Management System, Education 3.0 and future directions in eLearning. I tied it all together by presenting Education 3.0 as the driver to change the past (LMS) into the future (open, mobile learning supported by learning analytics).
The document discusses online collaborative learning, which involves students learning together over the internet. It notes that collaborative learning allows students to actively construct knowledge by sharing experiences and taking on different roles. It describes benefits of online collaborative learning for students, such as increased motivation, access to more information resources, and opportunities to improve skills. However, it also mentions challenges of online collaborative learning, such as requiring additional time and administrative support.
Blended Learning – A Total Training Solution, Craig JordanThe HR Observer
Corporate training has come a long way over the last 30 years significantly due to rapid technological advances. These advances have allowed us to move from the typical “chalk & talk” classroom delivery, requiring all participants to be in the same room, to the point where we can now deliver training simultaneously to a dispersed audience anywhere in the world. In its infancy, blended learning simply meant supporting classroom training with linear semi-interactive online modules but the industry now offers a variety of sophisticated tools and platforms. Providing the optimum blended learning solution for your organisation needs careful planning and preparation. This workshop will look at the options available and present a model solution for the modern work environment.
This presentation was used at HR Summit and Expo 2013 www.hrsummitexpo.com
Using design based research to develop meaningful mobile learning scenarios Kevin Burden
Current research into the use of mobile devices and tablet computers like the iPad indicate there are multiple opportunities to support and enhance learning and we already know a considerable amount about what works in classrooms when these devices are deployed. However it is still unclear why or how these technologies make a difference and this presentation argues that design based research (DBR) would help practitioners and researchers gain a better understanding about the design principles required to develop effective and meaningful learning sceanrios using mobile technologies
21st Century Learner and the Iowa Core Curriculumtwaterman
The document discusses how 21st century skills and tools can help transform classrooms to engage modern students and align with the Iowa Core Curriculum. It defines characteristics of 21st century learners and the skills they need, such as critical thinking, collaboration, and digital literacy. Examples are given of how Web 2.0 tools, mobile learning, and revising Bloom's Taxonomy can support developing these skills. The Iowa Core Curriculum and standards from groups like ISTE are also highlighted as frameworks to integrate 21st century skills into teaching and assessment.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
The document discusses technology enhanced learning design. It defines learning design as the description of teaching and learning processes within a learning event or module. An iterative, evidence-based approach to learning design is advocated. Learning design is broader than instructional design as it considers all tools, resources and methods used. Conceptual models for learning design include personas, maps and templates. Levels of design include curriculum, module and activity levels. Technology enhanced learning design focuses on evidence-based activity design considering student activity, outcomes, support, technology and practice improvement. A variety of tools for content delivery, assessment, collaboration and student support are discussed. Regular evaluation and reflection on practice is emphasized.
Educational challenges... This trip takes you to a reflection on the use of learning outcomes, the role of the learner, quality assurance, sparkling learning environments and interconnection... 5 stars, 5 recommendations!
A presentation by Kim Cofino given to Qatar Academy staff in February 2009. Find more details on the presentation wiki: http://the21stcenturylearner.wikispaces.com
The document discusses the skills needed for 21st century learners and teachers. It outlines 8 common skills for digital learners, including creativity, critical thinking, communication, collaboration, and technology use. It also describes how teachers should integrate these skills into content areas through real-world projects, collaboration, technology, and assessments. Finally, it lists 8 characteristics of 21st century teachers, such as being adaptable, visionary, a collaborator, risk-taker, learner, communicator, model, and leader.
The document outlines standards for 21st century teachers and professional development. It discusses 5 standards for teachers: leadership, establishing a respectful environment, content knowledge, facilitating learning, and reflecting on practice. It then discusses what 21st century professional development looks like, including ensuring educators understand 21st century skills, enabling collaboration, tapping expertise within schools, and using 21st century tools. Successful professional development balances direct instruction with projects, enhances subject matter with skills like problem-solving, enables learning communities, and helps teachers support diverse students.
Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
Current Issues in Education - Meeting the Challenges of the 21st Century Today, a Powerpoint presentation for the subject Current Issues in Education, Graduate Studies.
This document discusses the characteristics of 21st century learners and what effective learning looks like for them. It describes learners as always being connected through technology, interacting and collaborating socially online, and producing and sharing content. It suggests that effective 21st century learners are lifelong learners, able to navigate vast amounts of information, think critically, communicate across cultures, and collaborate globally to achieve common goals without boundaries. The document questions how education can adapt to foster these skills in learners.
The paper addresses two fundamental questions:
As a growing body of schools and districts recognize the need for deeper, blended, competency-based learning environments for students, how must the role of leaders evolve to create and sustain them?
How must leader preparation and ongoing professional development evolve to fully enable teacher and leader success in this new environment? This paper explores these questions by capturing a diverse set of voices – ranging from current practicing principals to representatives from pioneering programs and organizations whose missions address educational leadership challenges. The team reviewed the literature on leadership development and spent a year tracking the progress of high-performing educational leadership programs, talking to practitioners and researchers at conferences and events to learn from others passionate about this work; this yielded dozens of conversations and 50 guest blog contributions to inform the research, resulting in a paper that is a compilation of many voices, perspectives and ideas.
Authored by Karen Cator, Bonnie Lathram, Carri Schneider and Tom Vander Ark
Released by Getting Smart & Digital Promise
Presented to graduate Foundations of Reading course at Hamline University, March 11, 2009. This presentation is a remix of Kim Cofino's "The 21st Century Learner" [http://www.slideshare.net/mscofino/the-21st-century-learner], along with some bits and pieces of my own. Thanks to Kim for providing such stunning source material. Also visit her resource wiki at http://the21stcenturylearner.wikispaces.com/.
The document discusses the skills needed for 21st century learners and teachers. It identifies 8 key skills for digital learners: creativity, critical thinking, communication, collaboration, information management, technology use, career/life skills, and cultural awareness. It then discusses 7 characteristics of 21st century teachers: they must be adaptable, visionary, collaborators, risk-takers, lifelong learners, strong communicators, and models for students. The teacher must help students develop skills like problem solving and innovation while also developing these skills themselves to meet the needs of digital education.
This document provides information about managing and creating disruptive innovation in the classroom through the Digital Footprints Project hosted on Wikispaces. The project site shares ideas for incorporating disruptive technologies into lessons and allows educators to collaborate on lesson plans using new tools.
educ2d- 21st century digital learner and teacherzvaldrey
This document discusses the skills needed for 21st century learners and educators. It identifies common 21st century skills like creativity, critical thinking, communication, collaboration, and technology literacy. It emphasizes that the 21st century teacher must adapt their teaching style to different learning styles and emerging technologies. They should act as facilitators, encourage risk-taking, and model behaviors like reflection, tolerance and global awareness. Resources, skills, and having an adaptive, integrated curriculum are also important factors for educators to effectively teach 21st century skills.
Strengthening the Institutional Capacity of the PVTD within the Vocational T...Timo Rainio
This document outlines a workshop held from August 16-22, 2014 to develop 21st century learning showcases. Each day focused on a different aspect of showcase development: elements of learning environments, organizational processes, and communication/marketing. Workshop activities included showcase presentations by participating technical colleges, workshops using the Business Model Canvas tool to model showcase customer segments, value propositions, and other elements. Participants also prepared "NABC sales pitches" to outline needs, approaches, benefits and competition. The goal was for technical college teams to develop initial proposals and next steps to advance their learning showcase concepts within their organizations and for key stakeholders.
This document discusses rethinking teaching approaches for the 21st century. It suggests that teaching should focus on facilitating student-centered, project-based, and adaptive learning. Teachers should utilize technology as a tool to support an inquiry-driven curriculum and connect students to real-world audiences through authentic assessments. Successfully integrating technology in the classroom requires changing one's mindset rather than just acquiring new skills. The next step is for educators to implement these revised teaching strategies.
The document discusses digital learners and 21st century teachers. It defines digital learners as today's students who have grown up in a digital age and expect learning to be interactive. It outlines key 21st century skills needed for success, including creativity, critical thinking, communication, collaboration, and cultural awareness. It also discusses how instruction should change to develop these skills through application, connections, and participation. Finally, it describes characteristics of 21st century teachers, identifying them as adapters, visionaries, collaborators, risk-takers, learners, communicators, models, and leaders who champion new technologies and model behaviors for students.
This document outlines the skills and competencies needed for 21st century teachers and learners. It discusses 6 categories of learning and innovation skills: literacy, media, technology, critical thinking, communication, and social/cross-cultural. It also outlines 6 categories of life and career skills: flexibility, initiative, social/cross-cultural, productivity, leadership, and ethics/values. The document provides examples of how specific subjects like English, Filipino, math, science, and arts help develop these skills. It emphasizes the teacher's role is to help students learn independently and make a positive difference in children's lives.
Teaching is a crucial profession that shapes society through transmitting values to children and young people. It facilitates learning through specialized application of knowledge and skills to meet individual and societal educational needs. Good teachers demonstrate many qualities, including being accountable, adaptable, caring, compassionate, cooperative, creative, dedicated, determined, engaging, evolving, resilient, and resourceful. Teachers must constantly improve themselves through research, applying new techniques, engaging in discussions, and remaining aware of changes to provide quality education.
Game-based learning can be effective for increasing engagement and retention when certain principles are applied. These include using stories to provide context, challenges to motivate learning, and competition/cooperation between students. Providing continuous feedback throughout the learning process also reinforces skills. To maximize benefits, games should be embedded within the curriculum rather than used as standalone activities.
New Tools to Support 21st Century LearningPip Cleaves
This document lists tools that support various 21st century skills including knowledge building, self-regulation, collaboration, skilled communication, real world problem solving, and ICT for learning. It provides the name and URL for tools such as Google Drive, Skydrive, Educlipper, Instagrok, PicMonkey, Three Ring, Edgar the Storyteller, Infogr.am, Smore, Mural.ly, Thinglink, Voicethread, Mentor Mob, Weebly, Study Blue, Socrative, TedEd, and Zondle that can be used to develop these skills. It also notes whether some tools are unblocked for K-12 students.
The document discusses blended learning tools and strategies for 21st century learners. It notes that today's students have grown up with the internet and trust information shared by their peers online. The document also examines how students' technology use and expectations are shaping higher education, with trends including more online and part-time learning, tailor-made vocational courses, and universities partnering with employers. It explores strategies like using social media for group work and developing students' critical thinking skills online.
Snow, Floods Swine Flu Terrorist Threats Keep Calm and Carry OnBex Lewis
Debate panel presentation for University of Plymouth E-Learning Conference, 11.15am, Friday 9th April with regards to cultural change in institutions wth regards to introducing e-tools for learning.
This document discusses how teachers can use social media in the classroom. It argues that social media is how students primarily communicate today, so teachers need to embrace these tools. The document provides examples of how one teacher uses blogs, Twitter, and Tumblr to share information with students, encourage class participation and discussion, collect assignments, and create an online learning community. While monitoring is important, social media can make learning more engaging if used appropriately.
The document discusses nurturing a professional development ecosystem using an analogy to biological ecosystems. It describes using an ecosystem approach to professional development by viewing it as a network of interconnected systems with various roles like producers, consumers, and decomposers. Tools like blogs, wikis, and social networks can help facilitate information sharing and learning at different levels of engagement within this professional development ecosystem.
The document discusses technology enhanced learning and assessment. It describes how today's students are accustomed to online interactions and multimedia. Various web tools are presented that can be used to engage students, including social networks, blogs, wikis, podcasts, and lecture capture software. Concerns about inclusion, academic integrity, and pedagogical purpose are also addressed. The document advocates using these technologies to build relationships with flexible, interactive learners.
The document presents a proposal for an Educational Social Network (ESN) for students in Bangladesh. It discusses how existing social networks have enabled new forms of communication and learning in classrooms. The proposed ESN would allow students to create profiles, interact in online classrooms, discuss course material, and share updates. It highlights benefits like flexibility, repeatable access to content, and convenience. Challenges of privacy, time consumption, and miscommunication are also noted. The overall goal is to use social networking features to support collaboration and creativity among students across Bangladesh.
This document summarizes trends in eLearning and provides guidance for schools. It discusses how technology can enhance pedagogy by facilitating connections, shared learning, and supportive environments. It also outlines changing student and teacher roles, issues of cyber citizenship, and emerging technologies like mobile learning and cloud computing. The document advocates developing a shared eLearning vision and focusing on collaborating with other schools while supporting student learning.
The document provides a history of skepticism toward new technologies in education. It presents quotes from 1703 to 2006 questioning the dependence of students on various writing and communication technologies as they were introduced, from slates to ballpoint pens to the Internet. The document advocates that technology should be integrated into classrooms as it is the "pen and paper of our time." It discusses how Web 2.0 tools can support higher-order thinking skills. Specific tools mentioned include blogs, wikis, Google Docs, Voicethread, and RSS feeds. The document provides examples of how these tools can be used for student learning and assessment.
1) Social media is becoming increasingly prevalent in students' personal lives and they want to see it integrated into their educational experiences for collaboration, communication, and a more social learning environment.
2) There are opportunities but also challenges for educators in utilizing social media, such as negotiating shifts in perceptions of authority and ensuring appropriate relationships between students and staff.
3) Social media can supplement formal learning by creating new channels for communication, learning from various sources, and exposing students to networking opportunities.
Blended learning for_english_creative_writing_feburary_2010Bex Lewis
Dr Bex Lewis is a blended learning fellow at the University of Winchester who helps promote the integration of online and digital tools into courses. Blended learning combines both traditional face-to-face learning with online media and technologies. It allows universities to meet the diverse needs of modern students and provide more flexible education opportunities. Dr Lewis works to build communities of educators experimenting with new approaches and keeps up to date on the latest strategies and tools for blended learning.
The document discusses various topics related to multimodal fluency and learning in the digital age including:
- The need to ground online learning in learning theory and pedagogy to ensure effective design.
- Different models of cloud computing like Infrastructure as a Service, Platform as a Service, and Software as a Service.
- The importance of developing skills like information literacy, digital literacy, and interpersonal skills for learning and survival in the modern world.
- Various teaching strategies like inquiry-based learning, problem-based learning, and constructivism that can be used with digital tools.
- The use of tools like Google Sites, Flickr, Animoto, and WordPress to support constructivist and problem-based
The document discusses where teachers fall on a continuum for 21st century teaching and learning skills. It provides a 4-point scale from newcomer to having advanced skills using tools like blogs, wikis and social networking. It then introduces an online workshop for teachers to network and learn strategies for incorporating these tools into their teaching practices.
Massive open online courses (MOOCs) provide online learning content from universities to large numbers of students worldwide. There are two main types - xMOOCs based on traditional university structures and cMOOCs emphasizing collaboration. MOOCs deliver lectures, readings and assessments asynchronously. They offer free courses and certificates but typically do not provide college credit. MOOCs increase accessibility to quality education through affordable, flexible and repetitive online learning.
A tailored intro to web 2.0. Not much new here. Basically a rehash of much of what I have already posted on Slideshare in other presentations, with a few new slides.
This document summarizes trends in virtual and online education. It discusses the growth of K-12 online learning and the variety of online education models available. It also outlines emerging technologies being used in online learning like learning management systems, video conferencing, videos, blogs, wikis, virtual worlds and mobile learning. Research shows that online learning can be as effective as face-to-face learning when there is adequate learning time, engaging curriculum, collaborative opportunities and pedagogical support. The document advocates giving learners control over their interactions with media and opportunities for reflection to enhance online learning.
The document discusses architectures for participation in collaborative communities and their effects on students and teachers. It talks about how produsage enables all participants to both produce and consume information. It also discusses edupunk movements that favor accessibility over design and reject corporate control of education. The document raises questions around blocking sites like Wikipedia from schools and whether this denies students access or encourages determining information validity. It suggests safety comes from education, not ignorance, and that limiting technology capacity building is problematic. New organizational models are needed that leverage collaboration without formal organizations. Educational systems demonstrate resilience to change and reform requires new approaches focused on participation, community, complexity and adaptability.
The document discusses architectures for participation in collaborative communities and their effects on students and teachers. It talks about how produsage enables all participants to both produce and consume information. It also discusses edupunk movements that favor accessibility over design and reject corporate control of education. The document raises questions around blocking sites like Wikipedia and whether this encourages or limits learning. It suggests safety online is about protecting from predators, not limiting access, and that denying internet access disadvantages students. Overall, the document advocates for more participatory, responsive and transparent technology policies in education.
Students are increasingly using technology in the classroom in ways that can distract from learning. To address this, educators should recognize and value the learning that occurs outside the classroom. They should also provide a digital space for students to reflect on and develop skills, and transfer knowledge across contexts. MySocialCloud.com aims to be this type of centralized digital classroom that incorporates various media types, encourages discussion, and helps students explore knowledge from different sources.
Similar to 'The 21st Century Learner: Blended Learning tools and the use of social networks (20)
Faith in a digital age: Dallas Theological SeminaryBex Lewis
The document discusses perspectives on faith and religion in a digital age, including how churches can effectively engage online, the role of social media in spiritual formation, and analyzing religious practice through a digital lens. Various academic views are presented on topics like technological determinism, online religious communities, and representing God online. Resources and guidelines are provided for Christians seeking to faithfully live out and share their beliefs in digital spaces.
This document discusses a presentation given by Rev Bryony Taylor and Dr Bex Lewis on being one church and being digitally transformed. Rev Bryony Taylor is the rector of Barlborough & Clowne and her website and church website are provided. Dr Bex Lewis is a senior lecturer at Manchester Metropolitan University who studies surveillance, society, faith and social media and her website and university profile are also included.
Premier Digital: Online Church as Real Community Bex Lewis
Slides prepared for Premier Digital Webinar on 7th October 2020: https://drbexl.co.uk/event/webinar-digital-church-webinar-online-church-as-real-community/
The document discusses digital literacy and leadership in the context of a presentation on women in leadership. It defines digital literacy and explores how technology shapes society. It also provides tips on using social media platforms like LinkedIn, Facebook, Twitter and blogs to build an online presence, connect with others, and demonstrate skills and experience for potential opportunities.
This document discusses the experience of living with cancer from both a personal and theological perspective. It addresses topics like vulnerability, community support, end of life issues, and the role of digital platforms in providing connection and information for those dealing with cancer. The overall message conveyed is that cancer impacts all aspects of life, but communities can come together both online and offline to support one another through challenging times.
Mini Pecha Kucha: Public Engagement Activity Bex Lewis
A mini-pecha kucha (10 slides that auto-move forward after 20 seconds) prepared for #ERA1819, second of three workshops, summarising what we've been up to since the last workshop.
Discipleship in a Digital Age for Spring Harvest Harrogate 2018Bex Lewis
This document discusses discipleship in a digital age. It notes that digital media usage is widespread, with most people in developed nations now online. It argues that digital spaces are now the front doors of churches for many. The document then discusses digital discipleship both on a corporate level, with churches engaging online, and on an individual level. It suggests Christians can draw lessons for online behaviors and discipleship from the book of James, emphasizing listening, speaking slowly to avoid anger, and living out faith through actions.
'Left to their own devices' for #PremDac17Bex Lewis
40 minutes on "What is the impact of children having their own devices, and how do we manage this?" at #PremDac17
See more: https://www.premierdigital.info/conference
IPM placing the christian church in a digital ageBex Lewis
See abstract for this conference paper, to be given 8th September 2017: http://drbexl.co.uk/2017/08/18/edit-conference-abstract-inclusive-placemaking-placing-christian-church-digital-age/
This document discusses the importance of churches utilizing social media and digital communication. It notes that churchgoing is no longer the cultural norm, so churches need to have an online presence to connect with people where they are. The document provides examples of how some churches are using social media and argues that an online presence allows a church to share its message and influence conversations. It also discusses how individuals can live out their faith online through socially-mediated interactions.
This document provides an introduction to social media presented by Dr. Bex Lewis to the URC West Midlands Synod. It discusses the digital environment and social media landscape, highlighting key platforms and statistics. It also covers best practices for social media engagement, including choosing keywords, understanding audiences, creating high-quality and engaging content, responding in real-time, and representing your organization well while online. The presentation includes numerous links to additional resources on these topics.
A session with the diocesan youth workers to consider the digital and the questions that that raises for them in their work - giving young people the best choices, aiding their work, and protecting themselves and their charges.
Day with 'The Religious' at Catholic Vocations Communications Conference Bex Lewis
This document provides an agenda for the Communication Conference 2017 hosted by the National Office for Vocation. The conference includes four sessions on topics related to digital communication: Communicating in a Digital Age, Communicating with Images & Words, Institutional Websites, and a Q&A session. It also includes details about the speaker, Dr. Bex Lewis, and links to tweets by Dr. Lewis on her thoughts before, during and after each session of the conference.
Raising Children in a Digital Age - Cavendish SchoolBex Lewis
Evening event to be held 16th May, at Cavendish School, West Didsbury. http://drbexl.co.uk/event/manchester-raising-children-digital-age-cavendish-school/
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Been into digital tools since 1997 Return from travels in November 2008 (had been using travelblog to keep in touch) One of the job options was applying for was as Web Manager, and started to see Digital Strategy increasingly relevant in those job roles, but more interested in how to use it for Learning and Teaching Tools You can see here, that a number of tools and technologies are illustrated on the title slide, but v. Interested in being task/relationship orientated... So what can these tools help us with, what can they do that other things can’t? Started playing with various social media tools, and January 2009, Twitter was the big one in the pack, so will talk about that for a bit, but there are other tools, and Twitter may or may not last...! This will all be on the Learning Network so if I go a bit fast through anything, you can look back through…
As started to move back towards academia, started to see that there were possibilities… started to learn terms… (popularised by Marc Prensky: http://www.marcprensky.com/blog/archives/000045.html ) Digital Native (technology their first stop) Digital Immigrant (had to learn to use/adapt) Digital Aliens (don’t want to use)
See Jake , used to sharing through peer-to-peer networks Now the term ‘digital native’ is VERY MUCH contested, as with any group of students, they are not a homogenous group BUT THERE IS the expectation is that more DN’s like Jake (aged 14) are coming to University, and we need to be prepared for them...
So, now what I want you to do is feed in some of the similarities/differences – I’ll re-edit afterwards, but using this as a virtual board. Some would question if there even are any? 5 minutes to discuss with those on your table then we’ll feed in…
News story this weekend, about what Universities will look like in 2020 – and we’re already starting to work towards addressing this (and bear in mind, we also need to take into account that this affects staff as well, increasingly part-time, and with a foot in the ‘external’ world too…)
There’s no comprehensive look at
Typical digital participation – 9 hours partaking – and so many different ways to access it….
A more negative version of this picture, with the possible distractions…
Now, this book is on my “to read” list, but I’ve not had time to look at it yet, but I think, even though it’s already 4 years old, it will offer some insights…
As with all kinds of learning, it’s interesting to consider the gender split, and which will be the most appropriate tools for different people (as well as for different tasks), and here you can see a diagram which circulated widely last year on the social networks, as to who is registered (and note registered, not necessarily an active user) on each of the sites.
We also all know that we are keen to have International Students, and it’s important that we make provision for them… different nationalities major in using different kinds of software, e.g. Brazilians and Indians use Orkut rather than Facebook… just a thought!
The most recent study started in March 2008, dealing with 15/16 year olds, we’d now find the same proportions outlined in the study applying to 12/13 year olds.
For those who fear that computing is taking over – really good to know that students still value the face-2-face time, and that message comes through over-and-over again, that we are looking at blended learning not e-learning or distance-learning (we’ll come back to that)! The big growth in online is the growth in “pull” technologies – bottom-up information, feeling there is a choice to engage – e.g. signing up for RSS feeds, knowing own motivations, etc. We’ll also come back to the question of Facebook as a private space, and how it IS possible to use it…
I took this information on board in thinking about where to make a difference within the university – it’s difficult in only 1 day a week, but what are some of the things which will have the most difficult… and Staff time and support issues are critical seemed to be critical – my role is to provide that central person who gets to understand some of the issues which could be helped through the use of technology, circulate examples of good practice, and identify tools which are helpful and begin implementation with those who would gain from them… Believe me, I know how heavy the workloads are – I am teaching 6 modules this semester, and finding it difficult to monitor pieces of paper outside various offices I have access to…, so just as one small example…
On the Learning Network, I have used the activity “Choices” for the assignment questions. Within this 2 nd year history module, the students each have to give a presentation, so I placed all the options for titles on the Learning Network, and once a student had picked an option, it wasn’t available to any other students (if you want 2+ per question, then you can set that too). I advertised the closing date for choices, and besides having to chase up a couple of students who were still appearing in the left-hand menu, all were in place in time. I have a lot more to learn about the Learning Network, so would love to hear from others who have used it in interesting ways, and find ways to disseminate that information more widely!
Another publication of interest, referred to me by a Twitter follower
Think some of you may enjoy going onto this website afterwards, and undertaking a test provided by the BBC/the OU – they crashed the server the first time they tried to get everyone to use this… gives one of 8 possible ‘web users’ – a handful of people have done this at the uni…
So, another 5 minutes to have a look at the list which has been circulating and think which might you be, and… which do you think your students are – so who needs the help and support?
First minute of this video… maybe play whilst people are discussing… or whilst handing out papers…
I have come out as a ‘Web Fox’, which is not surprising for most people – and this is expected to be the most common type for “digital natives” – but as always, not all (and I am considerably older than the typically described ‘digital native’)!!! http://www.youtube.com/watch?v=P15WqDKlvwo (1.20)
So, if I’m in this role of Blended Learning Fellow, what am I doing to impact the student experience?
As we said before, NOT about e-learning or distance learning, but about finding ways to use appropriate learning technologies to improve the student experience. Sometimes it adds benefits, sometimes it adds another layer, sometimes it maintains relationships/gives a different level… but one thing’s for certain, students will need these digital skills in the workplace…
Referring back to the idea of ‘informal learning’ Einstein: “Knowledge is experience – everything else is just information” – current problem with e-learning is that it’s e-information , not e-knowledge! Race, p.177 Is possible to EYE-BALL vast quantities of information, clicking away without reflection . Red Magma, the writers of this Slideshare presentation (a space in which to upload/share presentations), entitled this presentation “E-Learning Sucks”, and was picked up by David Hopkins (Bournemouth University) who heartily applauded it!
At the JISC E-Learning Fair in November, Stephen Sheedy, Queen Mary College, Basingstoke was saying we shouldn’t be talking about what we MIGHT need to do, we need to be doing it now… Previously “youngsters” would have been introduced to a widening world by adults slowly, but these days they are interacting globally with little guidance…
This image, which has been around for quite some time… if it’s going to take that long (or longer) then how do we guide the students through this and make them CRITICAL and ACTIVE users of the online world… Widely circulated: “Guide on the side”, when for many years academics have been the “Sage on the Stage” (and others have mentioned the “meddler in the middle”)
Web 2.0 is one of the biggest things that we need to engage with – but what is it – no real fixed definition… Core Characteristics of Web 2.0 Services (http://www.techpluto.com/web-20-services/) By Prashant Sharma 28 November 2008 9 Comments Web 2.0 is among the popular buzzwords in Blogosphere and Social Media today. Still, nobody has yet been able to define “Web 2.0″ in a standard manner. According to us, its not a single line definition but rather a set of several characteristics that collectively represent the actual meaning of Web 2.0. We have described below, the most significant characteristics that a core ‘Web 2.0 service’ does follow : User-centered Design A web design which is created in a way that it fulfills every possible need of the end user and empowers the user to perform certain customizations within the design. User-centered designs are cleaner, often ajax based and easy to navigate. The appearance of the design is given a special preference while creating such a design. iGoogle , a customizable Google homepage is one of the most appropriate examples of a User-centered design. Crowd-sourcing Every small unit of contribution is important to a Web 2.0 service. Millions of such contributions eventually lead the website to state of higher relevance. For instance, any conventional Media company (employing hundreds of reporters) has today been easily beaten by blogging platforms like Blogger and Wordpress in producing extremely frequent and relevant content as millions of users are acting as a contributor, building up a large resource within much lesser span of time Web as Platform Gone are those days when one had to heavily rely on the desktop for accessing various web applications. Today’s Web 2.0 services don’t require a client download condition. Nor is the dependency on a particular OS for accessing the web services. Whatever be the method of internet access(Windows,Mac or Mobile OS),the web 2.0 applications are nowhere affected with it Collaboration Wikipedia takes the first place when it comes to proving the power of collaboration. Before 2001 (year of Wikipedia’s inception), there used to exist only driven information sources such as Britannica Encylopedia, About.com and similar other sources, where collaboration was never implemented. Today, Wikipedia stands way ahead in terms of content quantity as well as quantity. Power Decentralisation Earlier,most of the services used to be administered and not automated.But Web 2.0 services follow a self-service model rather than being a adminstrator dependent.For instance,Google Adsense is a self service platform for Ad publishing.There is no adminstrator for allowing/rejecting the requests from the users.The users get to have a self-service system by Google which helps them deploy Ads on their site/blog quite easily.Same is the case with social bookmarking services such as Digg,Reddit,Stumbleupon etc. Dynamic Content In a generation where blogosphere has overpowered the conventional mainstream media, Web 2.0 services have to be highly dynamic and proactive.If crowdsourcing is there then dynamicity follows by default. SaaS With Cloud computing on a roll,more and more web services are taking the route of SaaS(Software as a Service). Softwares are available as a web service with no platform dependency at all. Rich User Experience Use of XHTML,CSS 2.0,Ajax,flex and simlar other rich media producing technologies have potencially helped making web services lighter,faster,less cluttered and more appealing to the end user.A great user experience plays a big role today,in making users come back again to the web service.
Web 2.0 – this is what we want to move students towards, but with pedagogical purposes... Web 1.0 was passive Web 2.0 is more active Web 3.0 is immersive
So, Web 2.0
The students that are heading towards us now are part of the ‘digital generation’ (however contested that term is), used to informal learning in every situation They tend to think: “ Oh, where is Egypt, I’ll just look it up on Google maps” ( I did that in London with a friend – no need to carry a guide book, just this small piece of equipment… ) “ Who wrote “To be or not to be”, it’ll be on the web somewhere, I might even be able to watch it. They are used to interacting, sharing and creating content, and didactic modes of teaching become less and less effective, as students engage less and less with the process. If you’re interested to see how a university in America visualised this happening last year, check out the link above.
I’ve never been big on computer games… I tend to use it more for functionality and a communications tool, but there are PLENTY of students who use them… are there ways we could use them in learning? Game too often seen as a solitary, extra-curricular activity, but game creators place engagement first , whilst much elearning places engagement behind academic rigour. Much eLearning is like getting on a train – one speed, set stops, and doesn’t fit the personalised world students are expecting to receive these days. Race, p.178: Huge amount of investment in gaming industry (as this presentation says, with a primary focus on engagement ), means that student expectations are higher, and when faced with basic interfaces, the “want to learn” is damaged. (E.g., did a websitecheck on http://www.winchester.ac.uk, and it said that doctoral level understanding was required – not a good start) Elearning can facilitate more individualised learning – as students can each work in their own FLOW, as we already saw in the web accessibility project this summer – few learn in the same way
So – is this a good picture of the 21 st Century Learner? I found this diagram helpful , although it refers to K-12 level students (USA, pre-College) As transferable skills have been highlighted by the need for career progression , these kind of ‘soft’ skills become more important. And if this is the approach that educators at pre-HE levels are taking, how much do we work with what students are used to, and how far do we challenge and re-train them?
In all the discussions I’ve been having online, where SOME people are dismissing certain types of technologies (including PowerPoint), have to say BUT THEY ARE JUST TOOLS, and it’s how they are used (as I had to say about propaganda in my thesis !)… a lot of the time when you see PPT, you know why people want to get rid of them, and see that as one of my tasks to help students out of that… As Paul Race says, when we’re talking about e-learning, we need to ensure that the LEARNING is put into e-learning ! Use technology where it is appropriate, with reference to learning objectives, not just because you can… e.g. (p. 177) giving learner interesting things to do providing quick/responsive feedback helping them make sense of what they did deepening learning. These provide benchmarks to work towards, in 10/20 years won’t even think of using such material, but process needs to be hastened by collaboration... Associationist/Empiricist perspective – characterised much early learning re: knowledge transmission, building skills from the bottoms up Cognitive: Learning as achieving understanding, development through intellectual activity, rather than absorption of information. Situative: About becoming a ‘community of practice’ (where e.g. use of Second Life has a value, practice without “harm”.
As we can see from this chart… there has been constant development in the creation of a Web 2.0 world, and that is speeding up…, with constant inventions of new systems… so we need to ensure that we don’t become too attached to any one system, but are more thinking about the applicability of the tools, so that we are flexible enough to drop/take up as the tools change…
How many of you have seen this video – gives a real insight into how every time a new system comes in, there is an adjustment to be made… (2.25 minutes) , we need to recognise that, and look for ways to introduce systems… e.g., the tool that I’m just about to talk about, I am undertaking my PGCLTHE research/presenting a conference paper at the National Blended Learning Conference in June (with David), so I’m keen to talk to people who are interested in looking at ways to use it – esp to build ‘communities of practice’… That software is….
Some reports have indicated that Gen Y isn’t interested in Twitter – seeing it as “pointless” and “narcissistic”, but I have noted a number of my students have it, and that seems to be a general trend as this graph illustrates… Why? Increasing ownership of Smart Phones Pressure from employers/tutors Influx of celebrity tweeters Importance as a networking tool
Password protected accounts allow you to have private conversations, but you can only have one account per email address so think carefully.
That most famous of users… well maybe apart from Ashton Kutcher and Britney Spears… (also tweets as @MrsStephenFry)
The other week I did a webinar on this – my presentation is available on this URL, so you can find out more. A podcast should shortly be available, but that was undertaken by JISC, and he’s on holiday til 5 th April, so it won’t be there before… Some of the uses we identified for Twitter include: Group Tweeting (for less ‘academic’ information related to the course) Concise writing (stories, news, reflection) Backchannelling – tutor can interact with stories that are appearing repeatedly Collaboration (Last Saturday I got an invite to the Bridge Café, met some people I already knew from Winchester Web, but we’ve started to talk about some collab projects, which we’ll continue to develop online) Crowd-sourcing (Got a lot of the information for my interview for this job from asking my ‘followers’ for the big ideas in Blended Learning – which required that I had already built up a good following… and continue to get a lot of information that way…)
Now Twitter can have a life of it’s own, but really works when combined with other forms of online media (or some offline!)… one of it’s best roles is to feed traffic to a blog…
If students post blogs, as they have in Journalism, and they are promoted well (and they have the side benefit of pointing more traffic back to the University of Winchester)… it’s good experience for the student – so much so that 4 of my students are blogging about ‘Dreams and Nightmares’ in history even thought validation requirements meant I couldn’t set it as an alternative to an essay this year… The student can then see whether their content is any good as they start to pick up followers, as to the kind of comments they may be left, whether they can start to collaborate with other institutions… although doesn’t seem to improve their spelling or punctuation!! Also helps them to understand that there are different writing styles!
I also use mine to publicise my work, a mix of academic conference papers/publications, interesting observations, and general chit-chat around the subject…. This has gained me coverage in the Daily Express, the New York Times, the Independent and on the BBC, and I am still being contacted by people… In January I had 11000 visitors, although it’s steadying out at around 8500 at the moment because I moved host, so I lost some of my Google links… they’ll build back up! Before too long I want to run some workshops for academics in how to boost your academic profile online, and then we can help the students make the best of what they’re doing with similar material – the students are nearly all using social media, but need guidance as to how to use it ‘usefully’, and a bit of encouragement to get going… I tend to blog about my student’s blogs, which gains them a bit of extra coverage…
Definitely need a lot of thought, and a number of texts have diagrams for setting up a proper process, which emphasises the learning outcomes Must be built into the strategy for teaching, and used where APPROPRIATE – not everything is appropriate to become electronic, and to make the most of it, assess the true value. As Race again says, the medium is current immature, but once it becomes mature it will simply blend with other methods (p185, gives a great checklist)
Now, people often say that Twitter is just Facebook statuses, but on their own, which is really NOT what they are, but it takes a while of playing with Twitter before you really start to see the value – took me about 3 months, then it really just took off… The big difference I see is that Facebook is for friends whereas Twitter is for connecting with anyone .
Some tutors are happy to become ‘friends’ with their students, whilst others want to keep that separate – I fall more into the second category!! There are ways to use Facebook without becoming ‘friends’ with your students, and they involve creating group pages or fan pages… Write4Children, ‘Death at Winchester’ and the Library are all groups that are using Facebook successfully! It’s a great way of contacting 1-to-many… Now, there are many other tools I could go on about, and we are collecting information on the Blended Learning Network pages, and I’m also trying to work out a way to make a good quality blog which can work internally and externally… hope to have time to develop that over the summer…, but I will just highlight a few others from within the University…
Of course you’ve all heard of Wimba, because I’ve been making a lot of noise about it!! We’ve had a couple of sessions on Wimba Pronto and Wimba Voice, and we’re looking to find the time to present more of these internally… Wimba Classroom is coming up next week – still some space on Wednesday 31 st ! Where does this fit into University strategies, which students does it help? E.g. Dyslexics, international students, etc… This isn’t about setting up for distance learning, but to support, and provide options. In a couple of weeks I will be on a panel with Carolin Esser and James Clay (who was Learning Technologist of the Year last year) re: focusing upon the relationships, and looking for means to keep the learning process going, should the snowy weather continue to get worse, etc…
May have noticed me using this, have found it a great tool for NOT staying attached to the desk – I don’t use the laser pointer as much as I could, but it means I can move around the classroom, stand behind students – can make a difference to behaviour… and the students think it’s fun when I let them use it for their presentations…
LTDU has around 80 of these, which are ‘Who wants to be a millionaire’ style ‘clickers’. We also have a student available for 5 hours a month to help with the set-up of these – all you need to do is provide a Powerpoint (using only the space below the line, as the software uses the space above the line seen here) with questions and true/false of A-D answers and let Dan know what the correct answer is, and he will ensure the software works. Providing he is available, he will also come to your session and set it up with you (the software is on a laptop), and sit and ensure that it all works smoothly… Brings in the ‘game’ and ‘informal learning’ element we were talking about!
One thing you will notice with students, as we mentioned above, is that they are ‘web foxes’ – they will skip and find the easy answer… which can involve Wikipedia (amongst other sites…). NOW – Wikipedia can’t be written off, there’s some expert contributors (here’s my entry… and it took me 4 goes to be accepted, so be prepared to be very specific about any information you provide – but worth it as get great hits!)….
With students increasingly using sites such as Wikipedia, and the easy access to ‘purchased essays’, and the pressure to get a good degree because of the state of the economy, we all know plagiarism is on the rise! The University has a subscription to TurnItIn – plagiarism checking software, which David & (even more so) Eric checked over last year, and some more information is on the Learning Network as indicated here… Students can pre-check their own work before submitting, which always gets my approval – they are taking responsibility for their own learning! Or if we work towards electronic submission (pros and cons!) then all essays could run through this software
So, what we need to remember is that, as with a book, etc. staff & students can have different levels of engagement… this diagram illustrates the deepening levels of engagement online…
As ‘the guide on the side’ we can guide the process of proactive engagement with the online world, and the use of other tools and technologies as appropriate… When the pressures on it, it’s time to get creative, so it’s an exciting time to get involved in blended learning!
Looking at how to pitch future Blended Learning strategy, and I’m keen on ‘bottom-up’ approaches, so keen to know where see the excitement and where to see the fears, and how can we work with those to get the best experience for all…
What particular issues are you facing that technology could potentially have an impact on?
We’ve mentioned a few potential tools – there are many – which are people already using that we can start to give a wider audience to?