The document summarizes the findings of a survey of 700 practitioners at 16 further education colleges about their use of technology. Key findings include:
1) Practitioners are natural explorers of technology and describe its impact in terms of teaching and learning rather than just the technologies themselves.
2) Over 90% see the learning platform Moodle as normal practice in their work.
3) Practitioners develop technology skills through personal exploration and insight rather than formal training, resulting in a diverse range of experiences and approaches.
4) Professional development should focus on pedagogy over technology and support the "reflective practitioner" that emerges when digital natives become professionals.
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
A talk given in Berlin to the Digitale Chancen agency concerned with Digital Inclusion.
We developed a socially inclusive model of learning based on user behaviours in UK online centres derived from research by LTRI (John Cook).
The Community Development Model of Learning was an attempt to answer questions by Diana Laurillard on how we could make that research useful
Our view was that inclusion in learning needs to be interest-based not curriculum-based, and that people would work how to develop their communities socially rather than themselves personally.
This describes some features on how to design for that
Digital Learning Architectures of Participation our new book published by IGI Global July 2020. How can we build learning infrastructures for the 21st century? We ask 8 key questions and answer them with new toolkits and our development frameworks. Links to the book and book chapters. Links to our blogs and more online resources
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
An OER by nefg which summarises the Digital Practitioner Research commissioned by LSIS; teachers are now confidently curious in using a range of new digital technologies and their personal use is now informing their professional practice. We provide research information and some context and ask how people might intend to improve their digital practice professionally
Some thoughts on the consequences of educational technology for institutions & building organisational Architecture of Participation. Still being updated @Feb 22
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
A talk given in Berlin to the Digitale Chancen agency concerned with Digital Inclusion.
We developed a socially inclusive model of learning based on user behaviours in UK online centres derived from research by LTRI (John Cook).
The Community Development Model of Learning was an attempt to answer questions by Diana Laurillard on how we could make that research useful
Our view was that inclusion in learning needs to be interest-based not curriculum-based, and that people would work how to develop their communities socially rather than themselves personally.
This describes some features on how to design for that
Digital Learning Architectures of Participation our new book published by IGI Global July 2020. How can we build learning infrastructures for the 21st century? We ask 8 key questions and answer them with new toolkits and our development frameworks. Links to the book and book chapters. Links to our blogs and more online resources
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
An OER by nefg which summarises the Digital Practitioner Research commissioned by LSIS; teachers are now confidently curious in using a range of new digital technologies and their personal use is now informing their professional practice. We provide research information and some context and ask how people might intend to improve their digital practice professionally
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
Diana Laurillard's presentation for the formative e-assessment project's dessimination event:
http://projects.lkl.ac.uk/feasst/april-28th/
A version of this presentation with animations is available at:
http://www.slideboom.com/presentations/63498/CF-for-Feasst
Slides from the first Salford Method talk by Fred Garnett. Looking at how to incorporate Heutagogy into teaching practice using the theme of 'Tools & Skills,' or rather Skills & Tools. With emergent examples
Craft of eTeaching; presentation of a paper written by Fred Garnett & Nigel Ecclesfield and presented at the 10th ELSE (ELearning & Software for Education) Conference held in Bucharest, Romania on April 24 & 25 2014; updated 28 April 2014 just extra links to add;
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
This is a presentation that I gave to the Hong Kong Vocational Training Council Learning and Teaching Steering Committee. I was asked to present on the Learning Management System, Education 3.0 and future directions in eLearning. I tied it all together by presenting Education 3.0 as the driver to change the past (LMS) into the future (open, mobile learning supported by learning analytics).
Trends in educational technology and learning with increasing values (1)Advanced Academy
Teaching with increased value technology engages students on a greater level and boosts learning indicators, as evidenced by a recent study conducted with city students. Increased value applications were accustomed to testing how they impacted learning motivation. The effect showed that the skills motivating attention, satisfaction, and self-confidence increase, and these results are significant.
Meeting Employer Needs Through Continuous Professional Development: From Theo...Lisa Marie Blaschke
This presentation will identify industry (employer) needs of today’s graduates and how we as educators can better prepare our students for the workforce and lifelong learning.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
'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!)
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Diana Laurillard: The Conversational Framework - an approach to Evaluating e-...Yishay Mor
Diana Laurillard's presentation for the formative e-assessment project's dessimination event:
http://projects.lkl.ac.uk/feasst/april-28th/
A version of this presentation with animations is available at:
http://www.slideboom.com/presentations/63498/CF-for-Feasst
Slides from the first Salford Method talk by Fred Garnett. Looking at how to incorporate Heutagogy into teaching practice using the theme of 'Tools & Skills,' or rather Skills & Tools. With emergent examples
Craft of eTeaching; presentation of a paper written by Fred Garnett & Nigel Ecclesfield and presented at the 10th ELSE (ELearning & Software for Education) Conference held in Bucharest, Romania on April 24 & 25 2014; updated 28 April 2014 just extra links to add;
Heutagogy: Changing the Playing Field (ICDE Pre-Conference Workshop)Lisa Marie Blaschke
Pre-Conference Workshop at the ICDE 2015 World Conference. How will heutagogy change the playing field? An introduction to heutagogy -- the study of self-determined learning -- and an exploration of the potential impact this learning and teaching approach has to influence our education systems.
This is a presentation that I gave to the Hong Kong Vocational Training Council Learning and Teaching Steering Committee. I was asked to present on the Learning Management System, Education 3.0 and future directions in eLearning. I tied it all together by presenting Education 3.0 as the driver to change the past (LMS) into the future (open, mobile learning supported by learning analytics).
Trends in educational technology and learning with increasing values (1)Advanced Academy
Teaching with increased value technology engages students on a greater level and boosts learning indicators, as evidenced by a recent study conducted with city students. Increased value applications were accustomed to testing how they impacted learning motivation. The effect showed that the skills motivating attention, satisfaction, and self-confidence increase, and these results are significant.
Meeting Employer Needs Through Continuous Professional Development: From Theo...Lisa Marie Blaschke
This presentation will identify industry (employer) needs of today’s graduates and how we as educators can better prepare our students for the workforce and lifelong learning.
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
Applying heutagogy in online education: Designing for self-determined learningLisa Marie Blaschke
Heutagogy, or the study of self-determined learning, has been gaining interest within the field of education as a learner-centered theory that can help nurture lifelong learning skills and develop learners who are able to quickly adapt to rapidly changing and complex workplace environments. Built on foundational educational theories such as humanism, constructivism, reflective practice, double-loop learning, transformative learning, capability, and self-efficacy, heutagogy can be viewed as an extension of andragogy as part of a pedagogy-andragogy-heutagogy (PAH) continuum. The theory’s key principles include human agency (learner-centeredness), capability, self-reflection and metacognition (double-loop learning or learning to learn), and nonlinear teaching and learning, and when combined with today’s technology, heutagogy offers a holistic framework for teaching and learning that supports development of self-determined, autonomous learners and provides a basis for creating comprehensive, learner-centered education environments. The theory of heutagogy also aligns closely with the goals of online education due to its promotion of learner agency and autonomy, openness, social justice, and democratization of education. This presentation will introduce conference delegates to the theory of heutagogy, its key principles, elements, and theoretical basis, as well as provide examples of how heutagogy can be applied in online education environments to support the development of students’ self-determined and lifelong learning skills. The session will also provide guidance for instructors who want to design for heutagogy in the classroom and offer examples for integrating technological tools and social media such as Twitter, blogs, LinkedIn groups, and Google Docs, that can be used to support self-determined and lifelong learning skills.
'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!)
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
10 Professional Tips from SlideModel.com and MoneyGossips.com for creating amazing slideshare decks that will lead traffic and increase your authority.
The Future of Corporate Learning - Ten Disruptive TrendsJosh Bersin
The corporate learning market is exploding with change, growth, and disruption. This detailed presentation discusses our findings and perspectives on all the changes taking place.
On continuouslearning answers-to-questions-oct14Ove Jobring
Periodically, I receive questions concerning various aspects of continuous learning. Some of these have been asked by members of Quora and answered by me. Quora is a question-and-answer website where questions are posed, answered, edited and organized by the community of users. At Quora, there is a topic called Continuous learning where questions have been asked and I have answered them. In some cases, others have also responded to the questions: Please visit, read and, if you like, ask or answer a question: http://www.quora.com/Continuous-Learning
Presentation on Practitioner Capability in using technology for learning UK 2011. Interesting findings that practitioners now have a student-centred approach to the use of technology for learning with a focus on learning outcomes rather than any piece of kit, or social media. The use of VLE's has now become 'normalised'
This is the set of slides used throughout the first coalition ICT workshop held in Cape Town on the 22nd February 2011. This session was facilitated by John Thole of Edunova
Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post http://digitalpractitioneruk.wordpress.com/
Social learning in the Diploma of e-learning - TNQITColleen Hodgins
A presentation as part of a panel of people sharing their experiences of delivering learning in the Australian VET sector focused on current activity in the Diploma of e-learning at TNQIT
This Innovative Practice session introduces learners on the PGCert at Edge Hill to notions of technology enhanced learning, and encourages participants to reflect and action plan to enhance their future practice.
Introducing e-portfolios to actively enhance the HE student’s learning experi...JISC Netskills
Julie-Ann Stobo from Gateshead College discusses how the collegses School of Teaching & Learning Development have used an e-portfolio to enhance learning experience of PGCE students.
Presentation online for Bucharest on 10/11/23. Full presentation first link, based on 13 Steps to a Craft of Teaching (in the Age of Algorithms) Individual resources listed thereafter (below) All resources derived from our book Digital Learning: Architectures of Participation
Celebrating 10 years of World Heutagogy Day; What is Heutagogy? PAH Continuum, Double Loop Learning, examining heutagogical practices, Creativity in Learning, Green My Learning, Heutagogy for Teachers, Heutagogy for Primary School, with access to free online resources for teachers and learners
Data, Information, Knowledge, Wisdom. An overview discussion of education and learning. Do I enter education merely to receive curated information or to acquire some core knowledge on my own path to wisdom? Some questions / provocations
FREE DOWNLOAD of Heutagogy for Primary Schools book by Vijaya Khanu Bote (edited). Edited by Nigel Ecclesfield and presented for use by teachers, outside the Indian education system, who wish to develop their learner-centred practice and increase learner-agency in primary schools.
FREE DOWNLOAD! This is a Resource Book for teachers who wish to help their children become self-determined learners. Based on the everyday practice of Vijaya Bhanu Kote over the past 10 years in India. Vijaya shares stories, tips and resources relating how she developed a unique relationship with her children, their parents and the local community. This award winning teacher now shares how her love and commitment is changing lives and futures
What we learned about education and self-determination when we occupied Northern Poly for 5 months and ran it as a community festival. We occupied the canteen for 5 years and discovered social anarchism as a natural human organising principle, so becoming socially useful human beings
An Urban Ecology for the re-enchantment of cities, lives and people based on community-building, place-making and social interactions in digital Third Places. Proposing we develop a practice of #socialimprov to transform our neighbourhoods by developing cultural folksonomy based on local actions
An overview of the issues highlighted by the 2021 FE White Paper using 3 lenses. The paper itself, the reaction from FE bodies and our view from an Architecture of Participation perspective
A Curated Conversation on the question "Is Heutagogy the Future of Education?" by 16 members of the World Heutagogy Crew answering the UNESCO call on the Future of Education for 2050
An overview of ideas and approaches that teachers can use, adopt or think about in developing their practice from subject based learning based on content delivery to a more inclusive learner-centred approach. This is based on developing the confidence and curiosity of their learners by developing the self-determination of their learning. How can teachers achieve this in the digital age of learning? Here are some ideas and successful practice that teachers can emulate and learnt from
A potential book cover for our upcoming book. If you have a preference please comment below OR follow the blog learnteach21
https://learnteach21.wordpress.com/
A curated conversation collaboratively answering the question How Do We Green Our Learning with 5 themes; Ecosystem, Planet & Lifestyles, Movement & Natural Curiosity, Context & Place, Science & Technology
I've been involved in greening learning for 40 years and this is what I have learnt so far. Green My Reading, green my institution, green my library & much more
What is World Heutagogy Day, a historical overview of Heutagogy and what we have discussed about learning since 2013. How can we change education into learner-centred learning
This is a novelisation of the Open Context Model of Learning written to show how I had become a self-determined learner. It's about the schools I went to in 1963 and 1968 and how all my real learning was through music and with friends. There is a hidden reason why I picked music from 1963 & 1968. Can you guess why?
1963 music Playlist;
https://www.youtube.com/watch?v=W7vcRyBAQZA&list=PL897435F6EE8E8A49
1968 music Playlist;
https://www.youtube.com/watch?v=14ViwvgtvbA&list=PL9E082BA70EC068E2
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. The context of our Enquiry Now we are 11….. Background; What has changed in 11 years of College elearning & edtech Can we find new ways to describe Impact? What should staff development look like in a digital learning world? Survey; Staff Attitudes to learning technology in action 2011 (LSIS Survey) Conclusions; The rise of the reflective practitioner The emergence of the Web 2.0 practitioner Applying Learning Analytics to reflective CPD
3. The context of our Enquiry Now we are 11….. What has changed in 11 years of College research How can we describe Impact? What should staff development look like The rise of the reflective practitioner The emergence of the Web 2.0 practitioner Digital Native confidence used professionally
13. The resources of our enquiry Now we are 11….. Background; Survey of 16 FE Colleges, 700 Practitioners, Summer 2011 Survey structured against 7-levels of “higher level” thinking Survey offered structured & free text responses on user ‘feelings’ Learning Analytics; Using SurveyMonkey & Analytics to produce individual narratives Outcomes give, system, subject, institution & individual views Outcomes; Can professional practice drive new technology adoption? Creating ‘meta-skills’ framework to map the rise of the reflective practitioner See following slides for examples of these
23. The seven levels of higher-level thinking using “technology in action” Higher level thinking Indicative description 1 Drive to think & work flexibly The ability to use technology in different ways than originally covered in training or the Manual. Making technology bring learning to life. Personalising learning through the use of technology 2 Ability to adapt technology to purposeful pedagogy The ability to make technology contribute to learning for learners rather than seeing technology as an end in itself. Includes widening participation, increasing retention, particularly amongst hard-to-reach learners 3 Vision to create imaginative blended learning design Learning and demonstrating the skill of redesigning teaching and learning by blending in technology to other forms and methods of teaching and learning. This refers to skills developed through practice and engagement with peers and learners rather than in formal sessions or using formal learning resources 4 Curiosity to involve learners in curriculum delivery & design The Learner Voice. Involving learners in the design and personalising of learning. Student e-learning monitors in classes. Involving learners in the experience of learning in the widest sense 5 Imagination to develop future learning plans Using technology in helping learners to develop management of their own journey, to account for their learning and plan future learning. Improving the tutorial process, making learning more relevant to the needs of each individual learner 6 Desire to account for personal and purposeful effectiveness Using technology to develop the skills of reflective thinking. Capturing ideas and themes to inform teacher learning journeys through personal learning space. Developing professional accountability 7 Capacity to develop collaborative and cooperative working To look across and out of the organisation to work with and for others. An open mindedness. Working adaptively to accommodate the ideas of others. Assimilation of the best ideas.
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Editor's Notes
The world must have moved on in the 11 years of e-learning in FE. Can we use the same models of training? Were we capturing the right profile by focusing on process rather than behaviour. We felt we needed to look at technology in action rather than technology as a process. Technology in everyday life appears all consuming. We are all now digitally indigenous. We also recognised the increasing focus on reflective learning and the availability of personal technology (technology for the one not just technology for the many). It's not only defining impact, but re-discovering it by finding what motivates a narrative response and letting us see that previous surveys had failed to capture the transformation. The digitally indigenous Technology in action Impact is a function of confidence not process skills
The world must have moved on in the 11 years of e-learning in FE. Can we use the same models of training? Were we capturing the right profile by focusing on process rather than behaviour. We felt we needed to look at technology in action rather than technology as a process. Technology in everyday life appears all consuming. We are all now digitally indigenous. We also recognised the increasing focus on reflective learning and the availability of personal technology (technology for the one not just technology for the many). It's not only defining impact, but re-discovering it by finding what motivates a narrative response and letting us see that previous surveys had failed to capture the transformation. The digitally indigenous Technology in action Impact is a function of confidence not process skills
Respondents are given a range of reactive responses to common technology processes which are not mutually exclusive. Respondents nuts respond with how they feel rather than what they know. The Matrix and the analysis. Going for the emotive response but on the hypothesis of confidence and capability. Respondents are then invited to explain their choice to themselves and us. Confidence and capability = Capacity, which when aggregated gives an organisational signature. We wanted to capture the affordances of the technology. Capacity at the institution is an aggregation of it. We have another of factors that have come together to give us this rich data. A great example of a mixed model of surveying. What adds to this is to take the data head on The use of Survey Monkey's limitations to arrive at a serendipitous survey structure that encouraged narrative responses. We might need to explain what happened to the other 147,000 words!
These are the findings which are really robust. Profiles are similar and the questions are answered consistently. There is a striking acceptance that technology is to be explored rather than be directed to. Assistance is required in purposeful application rather than direction in using discrete software. What we have is an overwhelming desire to explain the use of technology rather than simply ticking boxes. 93,000 free response words. Drawn from 16 providers, 240,000 narrative words that tell over 700 unique stories. The free response is a revelation in its own right. Nigel: And experimenters! who work in a strong ethical framework. Nigel: Including the development of wider communities for learning and sharing practice and Nigel: A significant minority with HE teaching through partners operate with more than one learning platform - usually Blackboard.
We think impact has been radically mis-defined. We believe impact is a function of how quickly the ‘shock of the new’ is explored and subsumed into teaching. It includes the degree of turbulence caused by confronting new technologies. Confidence is critical factor in applying technology that when added to understanding defines capability that leads to the development of very rich interlinked uses of technology.
The use of tech in FE has been transformative and in ways that just weren't captured by traditional survey methods.That allowing free text responses has demonstrated a remarkably consistency in which technology is seen by practitioners. It is reflected in institutional policy. Like most transformation, it has been subterranean and beneath the radar.The impact is a richness of the approach and we could explore with learners the richness of the learner experience in terms of the experience of the technology and its potential is the mash up for staff. By creating the conditions for practitioners to produce their narratives educational purpose?
The world must have moved on in the 11 years of e-learning in FE. Can we use the same models of training? Were we capturing the right profile by focusing on process rather than behaviour. We felt we needed to look at technology in action rather than technology as a process. Technology in everyday life appears all consuming. We are all now digitally indigenous. We also recognised the increasing focus on reflective learning and the availability of personal technology (technology for the one not just technology for the many). It's not only defining impact, but re-discovering it by finding what motivates a narrative response and letting us see that previous surveys had failed to capture the transformation. The digitally indigenous Technology in action Impact is a function of confidence not process skills
The skills and knowledge demonstrated by our sample has not emerged from systematic use of technology following training, but the insightful use of technology to solve particular problems emerging in the interaction with learners and sometimes colleagues. This understanding is supplemented by their experiences as users of technology in their personal lives as much as by training. We think achieve this through insight but would not consider it learning because it is undertaken in private, away from college. in private. How fast is the assimilation between what we do in social gaming space and what we do in teaching. Interesting how many technologies that were important are now not mentioned. Word processing, email and spreadsheets are no longer mentioned as they are (for our representative sample) bar a few, these are taken as hidden. The tipping point of technologies
Bound by a the values of effective teaching. (description) Boundaries of individual software are not discussed and there is little reliance on single technology use. Rather there is a fragmenting into highly personalised experiences and applications of technology, woven into a tapestry of application. What holds it together is values of teaching and learning. The narratives constantly imply these values and thus prevent chaos. This defines the ethics of their profession. This is utterly consistent with ‘do no harm’ and encourage the ownership of the understanding of technology amongst learners. The enquiring mind is a reflective learner. A reflective learner is able to manage their own learning journey. Managing one’s own learning supports personal accountability for it. REfLECT allows its presentation. Training of IT needs to change to a more individualised approach to satisfy the enquiring approach. Process learning is a poor strategy for embedding good use of technology. This is still done. The teacher is no longer a vessel to be filled with technical knowledge. Embedding technology as a process can only be managed by the individual teacher. The institution is not a gate keeper to this nor can it suggest that all teachers use bespoke software in a given way. Context of learning is all. Trust and facilitation not control and compliance.
What we believe is that teachers now have the tools and approach to make the most of this new approach. The question is do the institutions have the capacity to recognise this and make it happen? This ties to our idea of combining COPD and SD. Critically the teacher manages it and accounts for themselves. The ideas of meta skills arose from work completed during secondment to BECTA
The use of tech in FE has been transformative and in ways that just weren't captured by traditional survey methods.That allowing free text responses has demonstrated a remarkably consistency in which technology is seen by practitioners. It is reflected in institutional policy. Like most transformation, it has been subterranean and beneath the radar.The impact is a richness of the approach and we could explore with learners the richness of the learner experience in terms of the experience of the technology and its potential is the mash up for staff. By creating the conditions for practitioners to produce their narratives educational purpose?
The use of tech in FE has been transformative and in ways that just weren't captured by traditional survey methods.That allowing free text responses has demonstrated a remarkably consistency in which technology is seen by practitioners. It is reflected in institutional policy. Like most transformation, it has been subterranean and beneath the radar.The impact is a richness of the approach and we could explore with learners the richness of the learner experience in terms of the experience of the technology and its potential is the mash up for staff. By creating the conditions for practitioners to produce their narratives educational purpose?