The document discusses the changing definition of literacy and skills needed for students in the 21st century. It emphasizes the importance of developing digital citizenship skills and 21st century literacy skills across various content areas. These include skills like critical thinking, communication, collaboration, and using technology for research and communication. The document also provides definitions and discussions of key aspects of digital citizenship like digital etiquette, rights and responsibilities, communication, and literacy.
The document discusses the changing definition of literacy and skills needed for students in the 21st century. It emphasizes the importance of digital literacy, online collaboration, and using technology as a tool for learning and communication. Skills like critical thinking, communication, and problem solving are emphasized as important for students and preparing them for the modern workforce. The document provides examples of online tools and resources that can be used to develop these skills through collaborative activities.
This is a presentation by the Division of Information and Technology Studies, Faculty of Education, The University of Hong Kong. Advances in information and communication technology, especially the rapid developments in social technology such as wikis, blogs, social bookmarking, etc. have opened up new opportunities as well as challenges to education in schools as well as human resource development and training in public and business sectors. In the seminar, a group of experts introduce recent developments in learning technology and how these have been applied in different educational and human resource development contexts internationally and locally.
Collaborative learning enhances critical thinking by anuradha 1995AliAqsamAbbasi
The document discusses the founders of industrial arts in the US, focusing on Lois Coffey Mossman and Frederick Gordon Bonser. It argues that while Bonser has received more attention, Mossman made equally important contributions as a founder. It provides brief biographies of both individuals, noting they worked together at Teachers College, Columbia University and influenced the "social-industrial theory" of industrial arts. The document aims to more accurately portray their collaborative contributions to the field.
1) The document discusses how information and communication technologies (ICT) have transformed learning and teaching in the classroom. It explores how students today, dubbed "digital natives", have grown up with technologies like computers, internet and mobile devices.
2) It examines whether constant access to online information is changing how student's brains work and their preference for fast-paced and visual learning.
3) The implications of ICT for teaching include moving from a transmission model of teaching to one focused on discourse. Teachers take on more of a coaching role while online resources become learning hubs.
This document discusses peer-to-peer computing, its significance, and future trends. Peer-to-peer computing allows individual computers to connect and share information directly without central servers. It is changing how people share information, collaborate, and learn by enabling new e-learning opportunities. However, peer-to-peer computing also raises security and legal issues by making it difficult to control how information is used. The future of peer-to-peer computing remains unpredictable as new models and technologies develop.
The document discusses different dimensions of social software including content, communication, collaboration, and community. It analyzes typologies of social software based on these dimensions and how they can be used to optimize consumer insight and marketing strategies. Examples are given of how specific social software like Delicious, Flickr, and Last.fm emphasize different dimensions. The document also discusses how social software can be used to create virtual communities like an arts center.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
The document discusses the changing definition of literacy and skills needed for students in the 21st century. It emphasizes the importance of developing digital citizenship skills and 21st century literacy skills across various content areas. These include skills like critical thinking, communication, collaboration, and using technology for research and communication. The document also provides definitions and discussions of key aspects of digital citizenship like digital etiquette, rights and responsibilities, communication, and literacy.
The document discusses the changing definition of literacy and skills needed for students in the 21st century. It emphasizes the importance of digital literacy, online collaboration, and using technology as a tool for learning and communication. Skills like critical thinking, communication, and problem solving are emphasized as important for students and preparing them for the modern workforce. The document provides examples of online tools and resources that can be used to develop these skills through collaborative activities.
This is a presentation by the Division of Information and Technology Studies, Faculty of Education, The University of Hong Kong. Advances in information and communication technology, especially the rapid developments in social technology such as wikis, blogs, social bookmarking, etc. have opened up new opportunities as well as challenges to education in schools as well as human resource development and training in public and business sectors. In the seminar, a group of experts introduce recent developments in learning technology and how these have been applied in different educational and human resource development contexts internationally and locally.
Collaborative learning enhances critical thinking by anuradha 1995AliAqsamAbbasi
The document discusses the founders of industrial arts in the US, focusing on Lois Coffey Mossman and Frederick Gordon Bonser. It argues that while Bonser has received more attention, Mossman made equally important contributions as a founder. It provides brief biographies of both individuals, noting they worked together at Teachers College, Columbia University and influenced the "social-industrial theory" of industrial arts. The document aims to more accurately portray their collaborative contributions to the field.
1) The document discusses how information and communication technologies (ICT) have transformed learning and teaching in the classroom. It explores how students today, dubbed "digital natives", have grown up with technologies like computers, internet and mobile devices.
2) It examines whether constant access to online information is changing how student's brains work and their preference for fast-paced and visual learning.
3) The implications of ICT for teaching include moving from a transmission model of teaching to one focused on discourse. Teachers take on more of a coaching role while online resources become learning hubs.
This document discusses peer-to-peer computing, its significance, and future trends. Peer-to-peer computing allows individual computers to connect and share information directly without central servers. It is changing how people share information, collaborate, and learn by enabling new e-learning opportunities. However, peer-to-peer computing also raises security and legal issues by making it difficult to control how information is used. The future of peer-to-peer computing remains unpredictable as new models and technologies develop.
The document discusses different dimensions of social software including content, communication, collaboration, and community. It analyzes typologies of social software based on these dimensions and how they can be used to optimize consumer insight and marketing strategies. Examples are given of how specific social software like Delicious, Flickr, and Last.fm emphasize different dimensions. The document also discusses how social software can be used to create virtual communities like an arts center.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Virtual reality for collaborative e-learning. Teresa Monahan, Gavin McArdle, ...eraser Juan José Calderón
Virtual reality for collaborative e-learning
Teresa Monahan *, Gavin McArdle, Michela Bertolotto
School of Computer Science and Informatics, University College Dublin, Belfield, Dublin 4, Ireland
Received 20 September 2006; received in revised form 5 December 2006; accepted 11 December 2006
Using ICTs to Promote Cultural Change: A Study from a Higher Education Contextac2182
The document summarizes Anthony Cocciolo's research on how the introduction of a Web 2.0 technology impacts the culture of learning within a community. The research studied a system called PocketKnowledge over two years. Results showed evidence that the technology provided a space for a participatory subculture to form, as users were more likely to both consume and contribute content than on other sites. This visibility of contributions online may impact users' decisions to participate and the overall culture. Future research could explore how to specifically design technologies to support participatory cultures and cultural change.
Over the Horizon: Connecting Technology Trends with the Library of Tomorrow (...Mark A. Smith
Mark A. Smith, Harry Pence, Joan Getman - Presentation: Over the Horizon: Connecting Technology Trends with the Library of Tomorrow - Academic Librarians 2010 Conference. Ithaca, NY June 7-8, 2010
The exponential growth of social media and the ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. Digital spaces have to some extent removed barriers enabling social learning that is no longer constrained geographically (spacial boundaries) or by time-zone differences (temporal boundaries).
It is therefore timely to consider our digital capabilities and how these can be used to communicate and collaborate; and through interconnectedness provide opportunities for lifelong and lifewide learning that extend beyond the formal learning we are all familiar with.
This talk will consider why a professional online presence is so important; the value of using social media to develop global personal learning networks; and how through open sharing with our interconnected networks it is possible to develop our scholarly practice.
This document summarizes a presentation on incorporating social media into the classroom. It defines social media and provides statistics on its use in higher education. Questions and concerns about using social media are addressed, such as whether it costs money or takes extra time. Tools for giving social media a try in classes are described, like using Twitter, Google Docs, Skype, and Elluminate. Real examples of social media paying off in the classroom through backchannel conversations and increased collaboration are provided. Contact information is given for those wanting help getting started with social media.
Chapter 4 open, social and participatory mediaGrainne Conole
Open, social, and participatory media like social networking sites, blogs, and microblogs are changing how users interact, communicate, and participate online. These technologies allow for new forms of user behavior such as peer critiquing of work, user-generated content, and collective aggregation of content through tagging. They also enable community formation and require users to curate their digital personas. While these changes provide opportunities to support learning and teaching, they also pose challenges for educational institutions in determining needed digital skills, redefining roles for learners and teachers, and adapting organizational structures for this new digital environment.
The Modern Digital Learning Landscape: 5 Tips To Engage Gen Z and Millennial ...Aggregage
If 2020 hasn’t radically changed your approach to your learning program, it’s time to get in the digital learning game or risk being left behind. But if you’re searching for current, new ways to engage people online and keep your business thriving, look to your youngest learners. In the next 5 years, Millennials will comprise 75% of the workforce, and Gen Z is right behind them. To future-proof your learning program, make sure your content is designed with these young professional learners in mind.
Slides for a talk on "What's On the Technology Horizon?" given by Brian Kelly, UKOLN at the ILI 2011 conference in London on 27 October 2011.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ili-2011/
This document discusses integrating social web tools into foreign language teaching. It defines the social web and outlines its development. Benefits include facilitating collaboration, interaction and equal participation. Challenges include information overload and academic resistance. The document recommends a gradual approach to integration, providing examples and clear guidelines. Specific tools are cited, such as blogs, wikis, tagging and networks. Best practices emphasize products, information, collaboration and communication.
The document discusses how social software can be used in education. It defines social software as tools that allow online communication, collaboration, and community building. Examples of social software discussed include blogs, wikis, social networking sites, podcasts, and screencasting. Specific educational uses are provided for each type, such as using blogs for student reflection, wikis for group projects, and podcasts for recording lectures. The document concludes by providing considerations for educational use of social software, such as avoiding "technolust" and ensuring technologies are sustainable.
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.
What's on the Horizon? Trends and Trials in Educational TechnologyMelissa Rethlefsen
For the past 10 years, the New Media Consortium has released an annual Horizon Report, evaluating current trends in technology, and forecasting newer technologies' importance and uptake in education over a multi-year horizon. We will review previous Horizon Reports' predictions with a focus on the 2014 Horizon Report Higher Ed Edition's findings and forecasts. Particular emphasis will be placed on challenges in the educational technology realm, including faculty training and readiness, innovation scalability, and the ultimate question - when should new technologies be used? Are we jumping on the bandwagon? When should we jump off? http://stream.lib.utah.edu/index.php?c=details&id=10298
The document discusses empowering faculty at Texas A&M Health Science Center Baylor College of Dentistry to develop and deliver a new dental curriculum suited for the "Net Generation" of students. It outlines the technological capabilities and preferences of today's students, who have grown up with computers and expect rapid access to digital course materials on devices like iPods. The institution is working to provide educational content on iTunesU and capture lectures to share on YouTube in order to better engage students and meet their digital learning needs.
The document discusses how technology, specifically Web 2.0 tools, can be used to supplement and accelerate interpersonal relationships for international student ministry. It provides examples of how Facebook, blogs, and wikis can be used to build community, share information and explore truth. The document argues that Web 2.0 aligns well with the goals of relationship building, communication and empowerment that are at the core of international student ministry.
The document summarizes the digital divide between those who benefit from digital technology and those who do not. It states that upper and middle classes have high-quality access and use technology for social networking and online learning, while lower classes are at a disadvantage with only low-speed connections suitable for basic uses like email. The causes of this divide are cited as the high price of computers and broadband connectivity. Younger, more educated people tend to adopt broadband at higher rates than older, less educated groups.
This document summarizes a conference on university research magazine associations. It discusses various sessions on topics like choosing cover stories, writing for print vs web, and communicating research through social media. It also discusses managing blogs and the benefits of a managed web hosting approach. Overall it provides an overview of the conference topics and discussions around integrating print and digital media for university communications.
The Design of an Online Social Network Site for Emergency Management: A One-S...guest636475b
Web 2.0 is creating new opportunities for communication and collaboration. Part of this explosion is the increase in popularity and use of Social Network Sites (SNSs) for general and domain-specific use. In the emergency domain there are a number of websites, wikis, SNSs, etc. but they stand as silos in the field, unable to allow for cross-site collaboration. In this paper we describe ongoing design science research to develop and refine guiding principles for developing an SNS that will bring together emergency domain professionals in a “one-stop-shop.” We surveyed emergency professionals who study crisis information systems, to ascertain potential functionalities of such an SNS. Preliminary results suggest that there is a need for the envisioned SNS. Future research will continue to explore possible solutions to issues addressed in this paper.
This is a very basic introduction to Google Lively. While the primary focus is on the Facebook application, most of the information and screenshots will be applicable to the version outside Facebook as well.
Open education focuses on sharing educational resources openly through tools like open licensing. There are two emerging models - one focuses on open educational resources like courses, software, and frameworks, while the other takes a more holistic view of open education as a culture emphasizing participation, networks, and freedom. Open education challenges existing systems by changing the roles of institutions, teachers, and students, and implications include issues around intellectual property, quality assurance, sustainability, and professional development. Open education advocates sharing knowledge as a public good enabled by technology.
Virtual reality for collaborative e-learning. Teresa Monahan, Gavin McArdle, ...eraser Juan José Calderón
Virtual reality for collaborative e-learning
Teresa Monahan *, Gavin McArdle, Michela Bertolotto
School of Computer Science and Informatics, University College Dublin, Belfield, Dublin 4, Ireland
Received 20 September 2006; received in revised form 5 December 2006; accepted 11 December 2006
Using ICTs to Promote Cultural Change: A Study from a Higher Education Contextac2182
The document summarizes Anthony Cocciolo's research on how the introduction of a Web 2.0 technology impacts the culture of learning within a community. The research studied a system called PocketKnowledge over two years. Results showed evidence that the technology provided a space for a participatory subculture to form, as users were more likely to both consume and contribute content than on other sites. This visibility of contributions online may impact users' decisions to participate and the overall culture. Future research could explore how to specifically design technologies to support participatory cultures and cultural change.
Over the Horizon: Connecting Technology Trends with the Library of Tomorrow (...Mark A. Smith
Mark A. Smith, Harry Pence, Joan Getman - Presentation: Over the Horizon: Connecting Technology Trends with the Library of Tomorrow - Academic Librarians 2010 Conference. Ithaca, NY June 7-8, 2010
The exponential growth of social media and the ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. Digital spaces have to some extent removed barriers enabling social learning that is no longer constrained geographically (spacial boundaries) or by time-zone differences (temporal boundaries).
It is therefore timely to consider our digital capabilities and how these can be used to communicate and collaborate; and through interconnectedness provide opportunities for lifelong and lifewide learning that extend beyond the formal learning we are all familiar with.
This talk will consider why a professional online presence is so important; the value of using social media to develop global personal learning networks; and how through open sharing with our interconnected networks it is possible to develop our scholarly practice.
This document summarizes a presentation on incorporating social media into the classroom. It defines social media and provides statistics on its use in higher education. Questions and concerns about using social media are addressed, such as whether it costs money or takes extra time. Tools for giving social media a try in classes are described, like using Twitter, Google Docs, Skype, and Elluminate. Real examples of social media paying off in the classroom through backchannel conversations and increased collaboration are provided. Contact information is given for those wanting help getting started with social media.
Chapter 4 open, social and participatory mediaGrainne Conole
Open, social, and participatory media like social networking sites, blogs, and microblogs are changing how users interact, communicate, and participate online. These technologies allow for new forms of user behavior such as peer critiquing of work, user-generated content, and collective aggregation of content through tagging. They also enable community formation and require users to curate their digital personas. While these changes provide opportunities to support learning and teaching, they also pose challenges for educational institutions in determining needed digital skills, redefining roles for learners and teachers, and adapting organizational structures for this new digital environment.
The Modern Digital Learning Landscape: 5 Tips To Engage Gen Z and Millennial ...Aggregage
If 2020 hasn’t radically changed your approach to your learning program, it’s time to get in the digital learning game or risk being left behind. But if you’re searching for current, new ways to engage people online and keep your business thriving, look to your youngest learners. In the next 5 years, Millennials will comprise 75% of the workforce, and Gen Z is right behind them. To future-proof your learning program, make sure your content is designed with these young professional learners in mind.
Slides for a talk on "What's On the Technology Horizon?" given by Brian Kelly, UKOLN at the ILI 2011 conference in London on 27 October 2011.
See http://www.ukoln.ac.uk/web-focus/events/conferences/ili-2011/
This document discusses integrating social web tools into foreign language teaching. It defines the social web and outlines its development. Benefits include facilitating collaboration, interaction and equal participation. Challenges include information overload and academic resistance. The document recommends a gradual approach to integration, providing examples and clear guidelines. Specific tools are cited, such as blogs, wikis, tagging and networks. Best practices emphasize products, information, collaboration and communication.
The document discusses how social software can be used in education. It defines social software as tools that allow online communication, collaboration, and community building. Examples of social software discussed include blogs, wikis, social networking sites, podcasts, and screencasting. Specific educational uses are provided for each type, such as using blogs for student reflection, wikis for group projects, and podcasts for recording lectures. The document concludes by providing considerations for educational use of social software, such as avoiding "technolust" and ensuring technologies are sustainable.
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.
What's on the Horizon? Trends and Trials in Educational TechnologyMelissa Rethlefsen
For the past 10 years, the New Media Consortium has released an annual Horizon Report, evaluating current trends in technology, and forecasting newer technologies' importance and uptake in education over a multi-year horizon. We will review previous Horizon Reports' predictions with a focus on the 2014 Horizon Report Higher Ed Edition's findings and forecasts. Particular emphasis will be placed on challenges in the educational technology realm, including faculty training and readiness, innovation scalability, and the ultimate question - when should new technologies be used? Are we jumping on the bandwagon? When should we jump off? http://stream.lib.utah.edu/index.php?c=details&id=10298
The document discusses empowering faculty at Texas A&M Health Science Center Baylor College of Dentistry to develop and deliver a new dental curriculum suited for the "Net Generation" of students. It outlines the technological capabilities and preferences of today's students, who have grown up with computers and expect rapid access to digital course materials on devices like iPods. The institution is working to provide educational content on iTunesU and capture lectures to share on YouTube in order to better engage students and meet their digital learning needs.
The document discusses how technology, specifically Web 2.0 tools, can be used to supplement and accelerate interpersonal relationships for international student ministry. It provides examples of how Facebook, blogs, and wikis can be used to build community, share information and explore truth. The document argues that Web 2.0 aligns well with the goals of relationship building, communication and empowerment that are at the core of international student ministry.
The document summarizes the digital divide between those who benefit from digital technology and those who do not. It states that upper and middle classes have high-quality access and use technology for social networking and online learning, while lower classes are at a disadvantage with only low-speed connections suitable for basic uses like email. The causes of this divide are cited as the high price of computers and broadband connectivity. Younger, more educated people tend to adopt broadband at higher rates than older, less educated groups.
This document summarizes a conference on university research magazine associations. It discusses various sessions on topics like choosing cover stories, writing for print vs web, and communicating research through social media. It also discusses managing blogs and the benefits of a managed web hosting approach. Overall it provides an overview of the conference topics and discussions around integrating print and digital media for university communications.
The Design of an Online Social Network Site for Emergency Management: A One-S...guest636475b
Web 2.0 is creating new opportunities for communication and collaboration. Part of this explosion is the increase in popularity and use of Social Network Sites (SNSs) for general and domain-specific use. In the emergency domain there are a number of websites, wikis, SNSs, etc. but they stand as silos in the field, unable to allow for cross-site collaboration. In this paper we describe ongoing design science research to develop and refine guiding principles for developing an SNS that will bring together emergency domain professionals in a “one-stop-shop.” We surveyed emergency professionals who study crisis information systems, to ascertain potential functionalities of such an SNS. Preliminary results suggest that there is a need for the envisioned SNS. Future research will continue to explore possible solutions to issues addressed in this paper.
This is a very basic introduction to Google Lively. While the primary focus is on the Facebook application, most of the information and screenshots will be applicable to the version outside Facebook as well.
Open education focuses on sharing educational resources openly through tools like open licensing. There are two emerging models - one focuses on open educational resources like courses, software, and frameworks, while the other takes a more holistic view of open education as a culture emphasizing participation, networks, and freedom. Open education challenges existing systems by changing the roles of institutions, teachers, and students, and implications include issues around intellectual property, quality assurance, sustainability, and professional development. Open education advocates sharing knowledge as a public good enabled by technology.
The document summarizes the Rock the Academy symposium hosted by the New Media Consortium (NMC) in 2008. The NMC is a nonprofit consortium dedicated to exploring new media and technologies in education. The symposium explored emerging practices in education, both those that work and those not yet fully realized, through presentations, discussions, and participation both within the virtual world Second Life and through streaming. Topics included new media literacy, online collaboration, open education resources, and tools that support subversive teaching and learning.
Session Agenda: Open Learning FrameworksMike Bogle
This is a rough agenda for a session I'm facilitating tomorrow at the Technology in Learning & Teaching Unconference being hosted by Macquarie University and the Islands of Jokaydia in Secondlife.
Details of the unconference: http://mquncon09.pbworks.com/
El documento habla sobre la creación tridimensional y propone dos trabajos prácticos. Explica que todo lo que nos rodea ocupa un espacio en tres dimensiones (anchura, altura y profundidad) y que la escultura y la arquitectura son medios de creación tridimensional. Luego, propone como primer trabajo práctico la creación de un "uduneco" y como segundo trabajo la maqueta de la habitación ideal del estudiante.
These slides were prepared as a visual aid for a presentation for the UNSW Network of Faculty Educational Developers on 5 August 2009.
The primary foci of the presentation are the technical frameworks and environments used during Connectivism and Connective Knowledge 2008, the distributed nature of the resulting systems, and corresponding learning networks that developed.
The expectation and hope is the presentation will inspire wider discussion on the opportunities and challenges of distributed learning frameworks such as Personal Learning Environments (PLEs) and how they might be incorporated into courses - and importantly, how courses might be changed to enable learning networks to form.
For more information on UNFED, please see the following post on the UNSW TELT blog:
http://blogs.unsw.edu.au/telt/blog/2009/04/02/unfed-unsw-network-of-faculty-educational-developers/
Due to the fine detail of the screenshots, this presentation is best viewed full screen.
Are the items in these images living, dead, dormant, or nonliving?
Individual images available for download here: /home/www/html/k12opened/data/mediasets/7-diversity_of_life.zip
CC BY SA
This article discusses the benefits and drawbacks of integrating technology into classrooms. It provides three key benefits: 1) technology can engage students of all learning styles and make learning more efficient; 2) technology induces interest and motivation in students, making its use important; and 3) technology prepares students for an increasingly digital future. However, the article also notes potential downsides like negative influences, cyberbullying, and the need for educators to use technology safely and appropriately. Overall, the article examines both sides of the debate around technology in education.
The document discusses perspectives on integrating technology into classrooms. It provides examples of how technology can positively engage and motivate students, as well as concerns about potential negative impacts like cyberbullying. Both opportunities and risks of social media and ensuring student safety online are debated. The conclusion acknowledges technology will continue advancing and be both helpful and controversial in education.
This document discusses several articles on using technology in education. It summarizes that technology can help immerse students in subjects through virtual reality but requires resources. It also notes that the internet allows students to communicate globally and construct knowledge, but some sources are better than others. Overall, technology is a tool that should be used alongside standard teaching to accommodate different learning styles.
This document provides an introduction to emerging technologies for learning by discussing major trends driving change in education, what is known about learning, and the role of technology in teaching and learning. It covers fragmentation of information, how learners now piece together content, and challenges for education in clarifying information. Research shows distance education can be as effective as face-to-face learning when pedagogical excellence is provided. The document aims to serve as a resource for educators on incorporating technologies into teaching.
Final module 6_w200_presentation_almost_done[1]clfowler123
This document discusses the benefits of integrating technology into the classroom. It discusses three key advances: 1) technology can engage students of all learning styles and be more efficient, 2) technology induces interest and motivation in students, and 3) technology prepares students for the future by addressing different learning styles. It also notes that technology gives students opportunities to explore and learn as society evolves rapidly through technological changes. However, some question whether online students learn as much as in-person students. Educators also debate the merits of social networking in schools and how to best incorporate new technologies.
Kimberly began the technology course feeling overwhelmed by the variety of tools available but learned about their educational benefits. She was introduced to blogging, podcasting, wikis and other resources and saw opportunities to incorporate them in her future role as a school administrator, such as using a wiki to gather stakeholder input. Though initially fearful, she gained confidence through practice and understands the importance of modeling technology use and supporting staff development. Blogging in particular can facilitate collaboration and student publishing, though also requires addressing safety and responsibility concerns. Kimberly now recognizes the need to advocate for technology to meet student needs and support professional growth.
On OERs: Five ideas to guide engagement with the Open Educational Resources ‘...Saide OER Africa
This brief paper was developed in response to the launching of the Cape Town Declaration that set itself up as a manifesto of a ‘movement’, the ‘open education movement’.It describes five ideas that SAIDE regards as important in engaging with the OER 'movement'.
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
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.
The document discusses how social learning tools can improve student engagement in online learning environments. It provides examples of successful social tools like integrated videos, document sharing, video conferencing, and online communities. While social tools offer benefits like bridging diversity and collaboration, challenges include potential distraction and a need for instructors to model proper use. Overall, social learning moves the classroom into a more engaging "Learning Cloud" environment that prepares students for future learning.
This document discusses the use of technology in the math and science classroom. It makes three key points:
1. There is a need for strong support systems for teachers to learn how to effectively integrate technology into their lessons, as lack of support and professional development has led to a "digital divide".
2. Lessons should be designed purposefully using technology tools to enhance learning and engage students, not just for the sake of using technology. Frameworks like Learning for Use and T-GEM can help guide lesson planning.
3. Technology can help bring real-world experiences into the classroom through simulations, virtual field trips, and online learning environments, making lessons more relevant and interesting for students.
This document discusses the integration of technology into classrooms. It provides findings from surveys that show most teachers believe printed textbooks will be replaced by digital tools by 2015. Articles examine how the "Net Generation" of students have grown up with technology and have different learning needs than past generations. Twitter is discussed as a potential educational tool, with benefits like collaboration, but also drawbacks like distraction. The conclusion emphasizes that while technology can engage students, teachers must stay informed on tools and ensure technologies are used to enhance learning rather than distract from it.
Technology plays an important role in education in several ways:
1) It is integrated into curriculum, used as an instructional tool, aids instruction, and enhances the learning process.
2) It allows teachers and students to access a vast expanse of learning materials and collaborate globally.
3) When used properly, technology can help students learn faster and retain concepts better through interactive lessons and access to more information.
This document discusses three journal articles about the impact of web-based learning resources and technology in education. The first article defines web-based learning resources and evaluates their effectiveness in teaching. The second examines how digital literacy skills change over time between younger and older students. The third emphasizes how learner attitudes change towards new classroom technologies.
This document discusses blogs and discussion forums as mediums for knowledge sharing. It defines blogs and discussion forums, outlines their uses and advantages, and examines them as knowledge sharing tools. Blogs and forums allow for interactive knowledge sharing between peers. They provide platforms for discussion and feedback. However, challenges include moderation, spam, and establishing participation. Overall, blogs and forums can facilitate a flow of knowledge when used as virtual classrooms for sharing ideas and creating knowledge bases from group discussions.
'The 21st Century Learner: Blended Learning tools and the use of social networksBex Lewis
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 document discusses the use of technology and the internet in the classroom. It covers several topics: the amount of money spent on technology and challenges with teacher adoption; studies linking technology to improved academic achievement and problem solving skills; how combining technology with instructional strategies can improve learning; and how teachers need training to effectively integrate technology. It also describes the "Knowledge Web" concept which creates an interactive way for students to learn and make connections. The conclusion emphasizes that technology is what we make of it, and teachers need to understand the tools and how to use them to enhance learning and make it fun.
Kristine Shipp took a course to gain a broader perspective on assessing, implementing, and monitoring technology in the classroom. She wanted to understand guidelines for technology implementation at the state and district levels. As someone unfamiliar with new technologies, she hoped to improve her skills. While some goals were not fully met, she learned about assessing technology needs, using tools like data reports and surveys, and how technology enhances instruction. Completing assignments helped her recognize the importance of continued learning and clear policies for student safety with online tools.
The document discusses the Concerns-Based Adoption Model (CBAM) as it relates to integrating information and communication technology (ICT) into teaching and learning. It outlines the seven levels of concern in the CBAM - Awareness, Information, Personal, Management, Consequences, Collaboration, and Refocusing - and describes the main emphasis for ongoing development at each level, focusing on supporting teachers as individuals and in their impact on students.
This document for UNSW Staff provides an introduction to wikis as well as basic instructions on how to get started, including where to request a new wiki, basic set-up and use, and key settings.
This is a preliminary document I’ve prepared as a support reference for an upcoming forum on assessment. Its intended audience is academic staff who are highly unfamiliar with online technology.
Wikis are collaborative websites that allow multiple users to edit pages and track changes. They can range in size from small personal sites to large sites like Wikipedia. Wikis allow the incorporation of images and videos. Most wikis require membership to edit pages. They have been used educationally for group projects, disseminating course materials, and sharing educational resources across many subjects and levels.
This presentation was prepared for a 15 minute practice session for the Foundations of University Learning and Teaching (FULT) program at UNSW in September 2010.
For more information on FULT: http://tinyurl.com/unswfult
This one-hour session covers practical methods for instructors and tutors to track student activity on a wiki hosted on Wikispaces. It discusses using page histories and member edit histories to monitor contributions over time. A video tutorial introduces basic Wikispaces navigation and how to use these history features. The session also explains how to view recent changes, page-level information, wiki statistics, page tagging, and contact details for questions.
’The Hub’ is a space which offers all homeschoolers and unschoolers the opportunity to participate in a range of activities specifically created for the home education community. ’The Hub’ is run by a group of home educating families, partnered with various facilitators to provide learning experiences which enhance and extend what is already provided at home. By providing opportunities to home educating families to participate in activities they might not usually have access to and that they may wish to do in a group setting, we hope to make ’The Hub’ a vibrant resource for the home educating community in the Blue Mountains.
'The Hub' is a space which offers all homeschoolers and unschoolers the opportunity to participate in a range of activities specifically created for the home education community. 'The Hub' is run by a group of home educating families, partnered with various facilitators to provide learning experiences which enhance and extend what is already provided at home. By providing opportunities to home educating families to participate in activities they might not usually have access to and that they may wish to do in a group setting, we hope to make 'The Hub' a vibrant resource for the home educating community in the Blue Mountains.
Comparative Matrix Of Learning TechnologiesMike Bogle
This matrix is intended to aid planning or help inspire discussion on the efficacy, affordances and effective implementations of different technologies that enable and enrich learning and teaching
This document outlines the process for uploading, processing and sharing presentations and videos via SlideShare and Picasa Web Albums respectively. Sharing of digital materials can be undertaken using a variety of methods and sites ‐ this document depicts just two possible solutions.
This document provides instructions for creating a slidecast using SlideShare. It discusses supported file formats for presentations, recommended audio recording software like Audacity, and the process for uploading a presentation and audio file to SlideShare to synchronize them into a slidecast. The key steps are to create a presentation, record an audio file narrating the slides, upload both to SlideShare, and use their synchronization tool to match up the audio and slides.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. Bridging the Divide Mike Bogle
Bridging the Divide: Facilitating the exploration of
emerging technologies that support innovative learning
and teaching
Mike Bogle
Abstract
There is a growing swell of interest across education, with educators seeking to harness
the power of emerging technology in ways that enhance learning and teaching. Despite
this, educators frequently do not have access to adequate support and consultation to aid
them in bringing to fruition their visions for innovative teaching practices.
The primary focal point of this discussion paper is to elaborate on the nature of the
growing divide between so-called “users” and “non-users”, propose solutions for
bridging the gap, and inspire discussions that seek to identify and resolve this issue.
Importantly, this paper will also discuss the presence of another divide – one between
providers of support opportunities, and the developing user community that requires these
services. This divide is seen to represent a barrier to uptake and exploration of emerging
technology that amplifies the disparity of the primary divide between users and non-
users.
Introduction
The following discussion paper was inspired by a series of separate, but related
conversations between users of Twitter and Edublogs in the beginning of March 2008.
Their comments have highlighted the presence of a growing divide in eLearning in which
experienced users of emerging technology are increasingly excelling in their use in
innovative ways, while others who are not afforded the same opportunities are growing
increasingly alienated.
As Kelly Christopherson from Educational Discourse 1discusses:
“I worry that the gap between the “users” and “non-users” will widen because
teachers who are full-time classroom teachers don’t have the time to work with
these resources. Even tech-savvy educators find it difficult to keep up with the
conversations and the tool-sharing because they don’t have time to take in all that
is happening or become part of the constant conversation that takes place. Being a
follower [on Twitter], the exchange of information is wonderful but it is very fast,
always constant, without form and too large to backtrack. Those who have the
time are building the networks, others who are being introduced are trying but,
1
"Go to the source", Kelly Christopherson, Educational Discourse, 7 March 2008 ,
http://kwhobbes.wordpress.com/2008/03/07/go-to-the-source/
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2. Bridging the Divide Mike Bogle
I’ve noticed, many fall away because they don’t have the time to keep up with the
conversations.”
Common barriers to uptake and development include time constraints, lack of experience
or familiarity with applications and their purpose, reservations about the relevance of
emerging technology for education, and importantly lack of access to support and expert
consultation.
Amplifying this disparity is the fact that recent innovations in web technology have
resulted in faster and more immediate ways to communicate and collaborate. Instant
messaging applications such as Skype for example enable real-time discussions
independent of geographic location and can include multiple concurrent participants if
desired.
Furthermore, the inception of so-called microblogging applications such as Jaiku,
Pownce and particularly Twitter expand the potential network and audience even further
by enabling communication by SMS, Instant Messaging, Web Interfaces, RSS, and a
legion of 3rd party applications developed off of their APIs.
In the case of Twitter, the 3rd party applications enable use by mobile phone, PDA’s and
other handheld devices, meaning users do not even need a computer to follow the real-
time discussions. Peer networks are accessible whenever and wherever the user may be.
Educators who have the expertise, established peer networks, and available time to
devote to interacting via these means are afforded the exposure to countless peers and
colleagues. Importantly these peer networks often serve as filters for locating relevant
information and worthwhile resources, as well as discursive forums for brainstorming
their value and use.
Those without these networks, expertise and/or time however are in a much different
position in which the sheer masses of available information are preventatively
overwhelming and in many cases come to represent a barrier to uptake and professional
development.
Section One: Identifying the Growing Divide
In response to Christopherson’s blog entry (2008) I posted the following comment:
I thought I might jump in the conversation here because I come from an entirely
different perspective that may be of some use. I work at the uni level in a non-
academic unit that provides support and consultation to academics wanting to get
started with eLearning (or “that whole Web 2.0 thing” as it’s frequently referred),
but don’t know how.
I don’t have any experience at the High School or Primary School level, but I
would suspect no such support exists there; I think this absence is the source that
March 2008
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3. Bridging the Divide Mike Bogle
Kelly is referring to. From my discussions with educators and my personal
experience, the learning curve in this area is astounding. And when you add to
that the speed with which innovation continues to occur, the growing divide we
see here becomes clearly identifiable.
To amplify the problem, those of us who are fluent in the technology often times
take the learning curve for granted and forget how much effort is actually required
to develop our skills and comfort levels to the point where we can make the leap
from “How DO I use this tool?” to “How CAN I use it effectively?”. The
questions are worlds apart really.
I think what’s really crucial, as Kelly suggests, is the implementation of a
framework that caters to educators interested in exploring the technology, but with
assistance and consultation. There is simply too much information for many to sift
through, let alone digest - in many ways I think this needs to be left to a
specialised role, which can then ask the important question:
“What do you want to be able to do?”
Then based upon that boil down the available resources and tools to what is
relevant; but not only that, actually show people how to use it, and how to use it
effectively.
By this I don’t mean telling teachers how to teach. They know how to do that
already. You are the experts in your field, not me. But what eLearning people like
me can do is help translate offline activities to an online framework that considers
the myriad of other factors you see in web use that don’t exist offline.
From my perspective, both arguments are quite valid; they just come from two
different sides of the fence. What my job is as an eLearning person [is] to assess
the pre-existing knowledge and comfort levels, and then having done that, to help
develop a plan of attack for the next stage.
The fact this role doesn’t exist in other levels of education is a huge problem that
needs to be remedied…
Bridging the Divide
In light of the growing divide, despite interest to the contrary, I would like to propose the
following support model for consideration by institutions, schools, districts, and other
regions where interest in the educational use of emerging technology exists, but support
opportunities are lacking. Use of this model is quite common in higher education,
however the above discussions seem to suggest it is less familiar elsewhere. Therefore
some exposition is perhaps warranted here.
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4. Bridging the Divide Mike Bogle
The model includes elements and phases that seek to:
o Increase awareness of emerging technology, particularly in its capacity to enhance
learning and teaching;
o Model effective use and best practice in a way that holistically integrates
pedagogical factors;
o Establish a comprehensive support framework;
o Embed eLearning activities in wider policy measures.
The Model Explained
What follows is a brief explanation of each dot point listed above.
Increase awareness of emerging technology, particularly in its capacity to enhance
learning and teaching
As Christopherson infers, time is a limited commodity for many educators. As a result
much of the discovery and discussion on emerging technology occurs unbeknownst to
most of the educational population and results in missed opportunities. Over time as
expertise grows and knowledge is increasingly amassed and aggregated amongst what
Christopherson refers to as the population of “users”, while the population of “non-users”
remain unaware and uninformed, the divide expands.
To stem this growing inequality, the population of non-users need an efficient alternative
means of gaining access to this information. At minimum this must address two basic
questions:
o “What technology is emerging?”
o “Is it relevant to education?”
For experienced users, the investigative process involves a two-fold approach that
includes a) constant interaction with their peer network to debate and discuss new tools
and ideas; and b) their own tireless efforts in evaluating and experimenting with new
technology and then reflecting on their findings.
The problem is this can require a hefty time investment; therefore alternative options
need to be made available for those who cannot afford to devote the time and energy, or
who lack the expertise. The key for these individuals is the availability of access to a
trustworthy source of information in the form of an eLearning or emerging technology
consultant.
The role of the consultant is to engage in all the peer networking and evaluative activities
that others cannot perform themselves, and then having done that to share their findings
with the wider community.
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5. Bridging the Divide Mike Bogle
Model effective use and best practice in a way that holistically integrates
pedagogical factors
Modelling best practice is not just explaining how technology works, but demonstrating
its use in an ongoing way. Especially when considering communicative technologies -
such as blogs, instant messaging, and wikis - where the core principle is interactivity
between users, the best example is a participatory one, not a theoretical one.
Taking this point even further, this aspect is key for education. Not simply in the
modelling of how these technologies can be used effectively, but also in the
demonstration of how to follow best pedagogical practice in their curricular
implementation.
Ideally this would involve examples of online activities or environments that are fully
embedded within a solid pedagogical framework, and include a clearly stated learning
strategy that caters to multiple learning styles and prior knowledge or experience, as well
as methods that facilitate and encourage cognitive or personal development (such as
graduate attributes).
This aspect of the model is critical for new users of technology, because it establishes a
compass point for what is possible.
This is especially true when considering that an inevitable challenge in the adoption of
new technology is the learning curve. Educators find themselves faced with a new
application they’ve never seen before and must slowly acclimate to its inner workings,
with all the button pushing and experimentation this entails. This may unfortunately
include periods of stagnation and frustration in which it would be all too easy for an
educator to lose sight of their ultimate objective, and become lost amongst the tools and
settings instead of the impassioned by the possibilities.
The availability of examples depicting best practice provides an ongoing reference for
these critical early stages and for some may even come to represent targets to aspire to.
Establish a holistic support framework
Following on the last point, another inevitability in exploration of new technologies is the
notion: “the deeper you delve, the more ideas and questions you’ll have.” This is perhaps
where most educators run into trouble, especially when there are no formalised avenues
for support in their school. This is the jumping-off point where theory is put into
practice.
In this critical formative stage, it’s essential that there is adequate support available to
assist educators in bringing their vision to fruition.
Ideally educators should be supported from start to finish – from the inception and
planning stages, through curriculum development and learning design, to the delivery and
March 2008
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6. Bridging the Divide Mike Bogle
assessment stages, and ultimately to the point where reflection and evaluation occur
regarding what went well, and what didn’t.
It should be noted too that support comes in many forms – including print based
documentation, online videos, presentations, screen captures and tutorials, face-to-face
support, training, and phone or email-based help desks for problem resolution. There is
much to consider here, but generally speaking the more opportunities available for both
self-service and consultative support, the better. This should include mixed media
formats as well and not just text-based documentation.
The scope and scale of this single segment of the overall model is potentially massive.
Therefore given the importance of support to the overall process it is recommended that
careful consideration be given to this phase, because there are no substitutes for a solid
support model.
Embed eLearning and innovative teaching practices in formal policy measures
In many areas of education, eLearning is perceived as an add-on, with the main focal
point being the traditional classroom environment. True learning and teaching is seen to
occur primarily within the physical walls of the institution or school where face-to-face
interaction is possible. As a result, eLearning elements are not afforded the same
consideration as face-to-face ones in planning and policy frameworks, and frequently are
not even directly discussed.
This omission has serious implications that not only serve to create artificial perceptual
divisions between eLearning and learning, but also to establish obstacles and preventative
barriers for implementation of effective services and innovative opportunities for
educators.
Gaining formal recognition of eLearning and innovative teaching practices as a stated
educational priority addresses several needs, which seek to:
o Increase the profile and realised educational value of eLearning in general;
o Promote recognition and reward for innovative learning and teaching practices;
o Establish funding opportunities for related activities, support structures, and
service frameworks;
o Facilitate best pedagogical practice in the use of emerging technology.
With eLearning and innovative teaching practices listed as an identified educational
priority you gain a solid argument with which make the case for the points listed above.
Then, once these aspects and opportunities exist, you can begin to work towards the lofty
goal of properly integrating eLearning with standard classroom practices.
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7. Bridging the Divide Mike Bogle
Growing a culture of encouraged exploration and active collaboration
What has been discussed thus far relates to high level change management that can and
should be addressed in the upper levels of educational organisations – be they university-
wide, school-wide or district-wide – however ultimately these changes can only take root
and flourish with sufficient cultural change at the local level.
Change of this nature cannot be effectively imposed; it must be embraced
As I indicated in a comment on Kate Olson’s blog, Reflection 2.02 :
The change management process you mention is a really important one that I
think IT people really need to consider - not just for students, but staff as well.
I’m guilty of this as much as anyone.
You touched on this inadvertently via one of your Tweets too regarding the
educator who feels they don’t have time to keep up with all the innovation going
on. That’s completely understandable and represents a huge reality check for
eLearning folks like me.
In many ways I think this should get rolled into learning design. I suppose at a uni
level this sort of thing might be called a graduate attribute - increasing student
comfort levels and digital literacy when collaborating via different modes of
communication. Then again, at the uni level we’re starting to see students coming
in who are quite comfortable with the new tools, while instructors are not.
So perhaps one of the crucial planning elements, even before the subject matter is
covered, becomes the establishment of a culture of encouraged exploration and
active collaboration in which all members of the class - instructor and students
alike - are encouraged to experiment and develop their own appreciations of what
the tools do and how they see themselves using them.
…Without the digital literacy component the whole equation starts to fall over I
think. So in that sense adequate change management is essential.
2
"Edmodo - I scored an alpha invite!", Kate Olson, Reflection 2.0, 6 March 2008,
http://googtweetblog.edublogs.org/2008/03/06/edmodo-i-scored-an-alpha-invite/
March 2008
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8. Bridging the Divide Mike Bogle
Section 2: Reality Check - What can the individual do?
Having said all that, the aforementioned model is the ultimate objective. In reality a
substantial amount of organisational change needs to happen first, and this can take time
– not simply to implement the changes, but to develop an appreciation and willingness to
do so. So more than likely the formalised aspects of the model will only occur in the
second half of the adoption curve after senior-level administrators and managers have
been convinced of two key points:
1. The technology’s relevance and value to education; and
2. The existence of sufficient demonstrated interest amongst educators to warrant the
time and resource investment.
This begs the questions: What is an educator meant to do before this happens? What can
the individual do to influence change?
The role of the individual
The individual educator is key to this entire equation, because they are ultimately
responsible for facilitating the learning process on the front lines. Senior managers help
provide the opportunities, but ultimately the curricular implementation relies on
educators capitalising on these opportunities. It stands to reason then that decision
makers will look not simply to what educators say is needed, but what they see is needed;
so the more evidence that can be gathered to highlight the realities, the better.
So in terms of what the individual educator can do to influence change, there are two
basic phases:
1. Take action
2. Document everything
Depending on the perspective of the educator these points could have empowering
implications, overwhelming ones, or perhaps both. Regardless it should be borne in mind
that in taking these steps educators are not only actively seeking to influence a desired
outcome, but also continuing to develop expertise and experience.
Take Action
When formulating a plan of action it is wise to consider the formal support model
discussed earlier. Despite the ultimate target of a larger-scale, centralised and officially
recognised support structure, three of the four key points in the model are quite relevant
here and can be translated to a smaller-scale context (e.g. your course, school, or
department).
These points are:
o Increase awareness of emerging technology, particularly in its capacity to enhance
learning and teaching;
March 2008
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9. Bridging the Divide Mike Bogle
o Model effective use and best practice in a way that holistically integrates
pedagogical factors;
o Establish or contribute to an informal support network;
Drilling down into the detail, these points can be fleshed out into specific targeted
activities. While by no means a comprehensive list, some examples are as follows. It
should be noted that the realities of organisational structures, educational levels, and local
academic culture vary across education, so the most effective activities will depend on
local circumstances.
Participate in Grassroots movements
When implemented successfully, grassroots movements are a tremendously effective way
of influencing change. They bring together the activities and efforts of a group of people
in pursuit of a shared goal or purpose. In this context, a locally based grassroots
movement could be used to address several needs.
Activity Key Point Addressed
Publicise/Collectivise: seek out interest; Increase Awareness
especially people using the technology in
isolation. Can be done as an individual or
group. Start small if needed, just start.
Hold information sessions Increase Awareness
Bring in guest speakers Increase Awareness; Model Use
Track use-cases or resources using Model Use
del.icio.us or a wiki; make sure people know
where it is/how to access it.
Create screencapture videos or virtual Support Networks
presentations to share with colleagues via
email (for later viewing)
Join/form online peer communities Support Networks
It should be noted though that while these activities would greatly benefit from peer
collaboration so as to spread out the time investments required, it does not preclude
advocacy at the individual level. Besides, inception of a movement can happen in one
mind or many; if the passion, enthusiasm and persistence are there it will gather steam
over time.
Document Everything
As important as the activities themselves, a crucial component in influencing change is
documenting your experiences. This information enables the decision makers to follow
the logic and process from start to finish – from inception, through planning and
implementation, to outcomes, evaluation, analysis and reflection. This enables them to
develop a much more holistic appreciation for the overall vision that simply looking at
the end result.
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10. Bridging the Divide Mike Bogle
Importantly, this documentation also becomes the proof to support the argument that
more assistance, resources, and/or support opportunities are needed, because the gaps will
be reflected by the data in the reports.
There is a great deal that could be incorporated into this documentation, but at minimum
the following topics/sections should be covered:
Topic Seeks to encapsulate
Aims and Objectives – both What are you trying to do? How do you intend
project level & pedagogically.
to do it?
Discoveries and experiencesWhat happened? What was observed?
Successes and failures What worked and what didn’t?
Identified needs or gaps What was needed that didn’t exist? Importantly
this should discuss how additional resources or
opportunities would have helped.
Learning outcomes, student What were the pedagogical results?
opinions/feedback
Conclusion
Emerging technology is gaining increasing recognition amongst forward-thinking
educators for its capacity to enhance learning and teaching activities. This has spawned
the inception of many close-knit peer networks – largely online - developed for the
purposes of investigating its use and potential to serve education.
These networks enable engaged users to participate in rapid, real-time discussions and
collaboration that enhance their appreciation of new tools and their education application.
This in turn enhances the educator’s capacity to utilise the tools more pedagogically
effectively.
The time investment and expertise required to participate in these discussions is relatively
high however, and educators farther along the adoption curve are finding the participatory
requirements difficult to maintain – and in some cases impossible. As a result existing
users are excelling, while new-users or non-users are finding themselves left behind.
To stem the growing disparity in opportunity, the aforementioned model has been
proposed to cater to the time limitations and still-developing expertise of new- or non-
users through the provision of specialised roles, support services, and policy
amendments. While primarily addressing the essential contributions of more senior and
centralised levels of educational organisations – particularly in the creation of support
and policy frameworks - in order to be truly affective in nurturing change the process
must be embraced at all levels, including that of individual educators.
In saying this however it is likely that decision makers will lack the motivation to
implement formalised support structures without the availability of existing use cases and
data based on the experiences of local educators and early-adopters..
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11. Bridging the Divide Mike Bogle
It is therefore advisable that advocates for educational use of emerging technology form
grassroots movements to promote and document their activities, as well as provide
informal support channels and networks for later-adopters. Suggestions have been put
forth to inspire discussion in this area and it is hoped that an open dialogue will develop
that seeks to address these challenges.
Avenues for Further Study
The wide scope of this discussion paper necessitated a somewhat generalised overview of
the existing problems and recommended solutions. In order to facilitate informed
decisions it is strongly recommended that specific case studies be outlined and
documented.
These would seek to identify specific real-world examples of instructors who are
attempting to implement emerging technologies in their courses, their methods of doing
so, and the results of their experiences – including learning outcomes, obstacles and
problems they experienced. Having done this, it would then be necessary to analyse the
educator’s experiences in order to locate a root cause or causes of the problem and make
specific recommendations on what could have prevented the problems.
Contact
For more information, comments or questions please contact:
Mike Bogle
m.bogle@unsw.edu.au
References:
1. Christopherson, Kelly (2008.) "Go to the source", Kelly Christopherson,
Educational Discourse; 7 March 2008
2. Olson, Kate (2008). "Edmodo - I scored an alpha invite!", Kate Olson, Reflection
2.0; 6 March 2008
March 2008
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