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challenging some assumptions about learning technologies and education and offering some solutions

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Why

  1. 1. WHAT AND WHY? Questioning some assumptions about technology and education Jon Dron, Athabasca University jond@athabascau.ca Massey University, June 2010 1
  2. 2. PEDAGOGY FIRST? TECHNOLOGY FIRST? SOMETHING ELSE? 2
  3. 3. GRAND THEMES • How the crowd can teach • Giving learners control • Structures and behaviours http://www.flickr.com/photos/nationallibrarynz_commons/3326203787/sizes/o/ 3
  4. 4. http://upload.wikimedia.org/wikipedia/commons/1/1e/Torvisen_kansakoulu_1924-26.jpg WHY DO WE NEED TEACHERS? CLASSES? COURSES? SCHOOLS? UNIVERSITIES? WHAT IS A LEARNING TECHNOLOGY? 4
  5. 5. WHY? (type your suggestions) • Teachers? • Courses? • Classes? • Schools and universities? 5
  6. 6. TEACHERS Locate learning resources Stimulate interest Encourage dialogue Know more than students Organise learning resources Manage classes Adapt to student needs Explain clearly Structure and pace learning Give feedback Care for students 6
  7. 7. INSTITUTIONS Consistency Efficiency Accreditation Community Acculturation Social control 7
  8. 8. COURSES Simplifying choices Accreditation equivalence Simplifying administration 8
  9. 9. CLASSES Efficiency Community 9
  10. 10. A LEARNING TECHNOLOGY? 10
  11. 11. A LEARNING TECHNOLOGY? 11
  12. 12. A LEARNING TECHNOLOGY? http://expositions.bnf.fr/utopie/grand/3_95b1.htm 12
  13. 13. What is a technology? “Orchestration of phenomena to our use” “A phenomenon captured and put to use” “Programming of phenomena to our purposes ” “A combination of artefacts and what you do with them” “The way things are done around here” (Ursula Franklin) 13 13
  14. 14. What is a pedagogy? A way of doing things A learning design Methods and procedures A technology 14 14
  15. 15. AN OLD IDEA... • Instructional technology is “a field involved in the facilitation of human learning through the systematic identification, development, organization, and utilization of learning resources and through the management of these processes” (AECT, 1972) 15
  16. 16. TECHNOLOGICAL ASSEMBLIES Professional frameworks, Government policies and standards and accreditation regulations University policies, processes and regulations Classrooms Whiteboards Subject-level Books technologies Chairs and Timetabling systems Pedagogies and learning designs desks Learning management systems Screens Network infrastructures CPUs Computers 16
  17. 17. STRUCTURE AND BEHAVIOUR 17
  18. 18. STRUCTURE AND BEHAVIOUR We shape our dwellings and afterwards our dwellings shape our lives 18 18
  19. 19. SOFT AND HARD THINGS 19
  20. 20. Connectivism not the whole answer choice ≠ control 20
  21. 21. CHOICE AND CONTROL 100% Control 75% 50% 25% Choi ces 0% 21
  22. 22. MAKING ASSEMBLIES THAT WORK http://www.flickr.com/photos/nationaalarchief/2948560477/sizes/o/ 22
  23. 23. Social software teacher learner Many content 23
  24. 24. network collective group 24
  25. 25. Social view of distance learning Collective control Learner Negotiated Teacher control control control autonomy dialogue structure 25
  26. 26. MOBS VS CROWDS 26
  27. 27. AUTO-MATION: MAKING SOFT THINGS HARD 27
  28. 28. INFORM-ATION: MAKING HARD THINGS SOFT 28
  29. 29. LET’S TALK! JOND@ATHABSCAU.CA 29

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