21st century learning
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The document discusses trends in learning technology from the past to the present and future. It outlines how technology has evolved from having few computers and digital devices 20 years ago to today's prevalence of mobile devices, smartphones, tablets, and cloud computing. Current trends mentioned include the rise of social media, user-generated content, and Web 2.0 applications. The document also examines reported qualities and affordances of using iPads in education contexts based on various studies.
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For more information visit
http://librarianbyday.net/transliteracy/
http://librariesandtransliteracy.wordpress.com/
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Mobile learning (m-learning) involves using mobile technologies to enhance the learning experience. It began developing in the 1990s and focuses on learning across contexts using mobile devices. There are several advantages to m-learning over internet learning, including improved literacy/numeracy skills, independent/collaborative learning, and overcoming the digital divide. However, m-learning also faces technical challenges like small screens and limited storage/performance, as well as social challenges regarding accessibility and assessing mobile learning. Effective m-learning design and evaluation methods are still needing development to address these issues.
Justification of technology2
Technology in education can help students learn if used to engage them in the learning process, not just deliver content. It allows learning to mirror real life experiences and addresses different learning styles through multi-sensory tools. However, justifying technology requires showing how it enhances learning beyond replacing the teacher and fits within an already full curriculum. Examples that can justify technology include using the internet for active learning, interactive whiteboards to facilitate collaboration, and assistive software to support diverse needs.
M-Learning in Your ESL Classroom
M-learning represents a new form of personalized learning using mobile devices. The document discusses the growing use of smartphones worldwide and various m-learning projects. It provides many ideas for incorporating m-learning in the classroom, such as using apps for language learning, digital storytelling, and collaborative work. Teachers are encouraged to leverage the capabilities of mobile devices to enhance learning in innovative ways.
NIU Trends In Educational Technology 2008
The document discusses how technology has changed education since the space race began with the launch of Sputnik in 1957. It led to increased government funding for research and development which helped create technologies like time sharing, microprocessors, and the internet. Today's students have grown up with technology and think differently than previous generations. Schools now struggle to keep up with emerging technologies and teach 21st century skills like problem solving, communication, and digital literacy.
Presentation Research and Web Tool to Share
This document discusses using technology to create engaging learning experiences that meet diverse needs. It examines research on student and faculty access and use of mobile devices at Portage College in 2014. The research found high access to smartphones but also distraction as a drawback. It provides examples of apps that can be used for various purposes like notes, communication, and presentations. Specific recommendations include guiding effective mobile device use, having valid uses, and addressing access issues through professional development.
Classroom2.0
This document discusses the use of ePortfolios and web 2.0 tools to improve and showcase student learning. It defines ePortfolios as purposeful collections of student work that can be used for multiple purposes like celebration of learning, personal planning, and assessment. Web 2.0 tools like blogs, wikis and Google tools allow for interactivity and engagement in ePortfolio development. Different levels of ePortfolio implementation are described from basic collection of work to primary purposes of learning/reflection and showcase/accountability. Scaffolding reflection through tools like digital storytelling is also covered.
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Instructional technology, then, now, and in the future
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This document discusses effective visual displays of information. It provides examples of different types of visuals like photographs, drawings, diagrams and charts. It emphasizes that visuals can communicate complex ideas efficiently by conveying the most information in a small space. The document outlines principles of effective visual design from scholars like Tufte, including using graphics to present text and numbers as visual ideas. It also discusses the concept of multimodality, using different modes like images, text and audio together. Learners are given tasks to analyze visual displays and create their own, and readings are suggested for further exploring visual communication and semiotics.
Learning Outcomes
A presentation that discusses a revision of a Master of Science (IT in Education) programme based on leaning outcomes initiative at The University of Hong Kong.
Mid Module Survey2009
The survey results show that most respondents were enrolled in the MSc[LIM] program, had a conservative learning style, average technical skills, felt they were learning more in this module compared to others, and found the resources and workload to be well organized, manageable and conducive to learning. Respondents also indicated that the module encouraged creative thinking, blogs were useful, classmates were supportive, and they preferred developing technical over creative skills. Most respondents reported enjoying this module more than others in their course.
Social Bookmarking in Education
The document discusses social bookmarking and social repositories and their applications in education. It provides examples of social bookmarking sites like Delicious and social repository sites like RISAL. RISAL is a social repository platform created by The University of Hong Kong to allow the collection, management, and sharing of digital assets within the community. It aims to support teaching and learning through features like social networking, tagging, commenting, and integrating with mobile devices and learning management systems.
Workshop on Social Bookmarking
This is an introductory workshop on social bookmarking and social repositories in teaching and learning. Initial workshop was conducted in Macao.
Workshop on Blogging
Introduction to blogging in teaching and learning. These are slides for the initial workshop held in Macao
CD200615 Session 5
The document discusses Really Simple Syndication (RSS) feeds, podcasting, mashups, and the future of Web 2.0. It provides an overview and resources for each topic. RSS feeds allow content from a website to be syndicated and updated on other sites. Podcasting involves distributing audio and video files over the Internet for playback on various devices. Mashups combine data from different sources. The future of Web 2.0 may include greater integration of tools/platforms and a focus on mobile and literacy skills. Students are assigned tasks related to developing an updated blog, mind map, and exploring additional RSS, podcast and mashup resources.
CD200615 Session 4
This document discusses social networking, open source software, and the web as a platform. It defines social networking as sites that allow users to connect with others and share content. Examples provided are MySpace, Facebook, and EdusPaces. Open source software is described as software that improves as more people use and contribute to it. The web as a platform refers to sites that allow users to collaboratively create and share content online. Examples given are Zoho and MindMeister. Tasks assigned include collaboratively writing a document on a web 2.0 site using tools like tables and images, updating bookmarks and mind maps. Suggested references on open source and Google/Facebook apps are also provided.
Session4
This document discusses social networking, open source software, and the web as a platform. It defines social networking as sites that allow users to connect with others and share content. Examples provided are MySpace, Facebook, and Eduspaces. Open source software is described as systems that improve as more people use and contribute to them. The document outlines tasks for students to set up accounts on collaborative writing and mind mapping sites, update their bookmarks, and write a review of a web 2.0 site to share online. Suggested references on open source, Google Docs, and Facebook are also provided.
Session3
This document discusses social bookmarking and social repositories as ways to collaboratively organize and share online resources. It describes common features like tagging, ranking, commenting and subscriptions. Examples mentioned include Delicious, YouTube, SlideShare and MindMeister. Educators are encouraged to use these tools to enable sharing of resources, foster discussions, and build online communities around course materials. Tasks proposed include setting up accounts on Delicious and MindMeister to collaboratively tag and organize favorite links and course content.
Web_2_UTM
This document discusses how researchers and students can use Web 2.0 tools to make their research more effective. It describes various Web 2.0 technologies like blogs, wikis, social bookmarking, RSS feeds, podcasting, and social networking. Examples are given of how each tool can be applied to support research activities, such as using blogs for progress updates, wikis for collaborative writing, and social bookmarking for organizing references. The presentation concludes that institutions should explore integrating Web 2.0 tools to better support research and that remaining open to emerging innovations is important.
CD200615 Session 2
This document discusses the use of blogs and wikis in education. It defines blogs as personal online journals that allow individuals to easily publish content, and wikis as collaboratively edited websites that allow multiple users to directly edit pages. The document recommends that teachers and students use blogs for reflections, sharing resources, communicating, and presenting work. It also suggests using wikis for collaborative writing projects. Examples are given of how the author uses blogs in their own teaching to facilitate discussion, provide course materials, and give feedback to students.
CD200615_Session1
This document discusses various internet tools related to Web 2.0 and their applications for teacher librarians. It covers blogs, wikis, social software, RSS feeds, podcasting, and mashups. It also discusses implications of these tools for education, including how they can help accommodate students' technology expectations and produce graduates able to function in a Web 2.0 world. The activities for today involve setting up a community blog, writing a reflection on Web 2.0 experiences, and sharing an introductory slideshow.
Mobile Jakarta By Daniel
This document discusses the educational opportunities provided by mobile technologies. It outlines various functions of handheld devices such as cameras, internet connectivity, and additional applications. Studies are presented that used handhelds for file sharing, feedback, course delivery, field trips, and more. The author's own study identified key affordances of handhelds including multimedia access, connectivity, capture, representation, and analytics. The conclusion states that mobile technologies create educational opportunities and institutions should support students' use of these technologies for learning.
Web2 Jakarta By Daniel
Presentation about implications of Web 2.0 for education. This presentation is delivered at ACER sponsored National Education Semiar for education leaders in Indonesia held at the Shangri La hotel in Jakarta on 1st of August 2007.
Foundamentals of Educational Research
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21st century learning
- 1. -- DANIEL CHURCHILL-- The University of Hong Kong Learning Technology: Yesterday, Today, Tomorrow Background image source: Flickr by Noah Sussman This work is licensed under Creative Commons Attribution-No Derivative Works 3.0 Hong Kong License
- 2. 34 TH THE UNIVERSITY OF HONG KONG
- 3. Dr. Daniel Churchill Head, Division of Information & Technology Studies, Faculty of Education, The University of Hong Kong Pokfulam Road, Hong Kong Email: dchurch@hku.hk Tel: +852 2859 1141 Web: www.learnactivity.com
- 4. Master of Science (IT in Education E-LEADERSHIP E-LEARNING L. T. DESIGN
- 5. Flexible
- 6. 21 st Century Learning Environments and Tools
- 8. BASIC FOR OTA AWARD 3 . Leading the development of 21 st Century Learning Environments and Tools
- 10. Apple iPhone – iPod -- iPad
- 11. Archos 101 || Novatech nTablet || Dell Streak || Samsung Galaxy Tab || ASUS EEE Pad || Blackberry Play Pad || Lenovo LePad || Cisco Cius || HP Slate
- 13. Mobile Devices -- Mobile Content: The Things in the Cloud Multimedia, Mobility and Multitasking: The 3Ms of Mobile Technology in Education
- 14. Multimedia Access Tool
- 18. Capture Tool
- 20. Creation of Content via Mobile
- 21. Analytical Tool
- 25. Source: Nielsen http://hk.nielsen.com/
- 26. Source: Nielsen http://hk.nielsen.com/
- 27. Technology & Learning? Source: Dave Cutler http://www.theispot.com/
- 28. WHY TECHNOLOGY IN EDUCATION? 1 . improve teaching, learning and assessment … 2 . make learning more relevant 3 . transform practices 4 . increase global/regional competitiveness
- 30. TRENDS IN LEARNING TECHNOLOGY
- 31. Source: Dave Cutler http://www.theispot.com/ Yesterday
- 34. WEB 2.0 The Social Web 1 . user controls information 2 . web as a point of presence 3 . web as a social environments 4 . web as a platform/cloud computing
- 35. Social Networking Sites SixDegree 1995 1997 2001 2002 2004 2005 2005 2006 2006
- 37. Source: Nielsen http://hk.nielsen.com/
- 38. Source: Nielsen http://hk.nielsen.com/
- 39. Source: http://www.flickr.com/photos/kables/6324973/#/ G o o g l e TM CLOUD?!
- 41. Tomorrow Image Source: http://ajaxian.com/archives/the-future-of-history
- 42. You ?