Slides from my presentation as part of the Creating effective learning with new technology in the 21st century:
the importance of educational theories
Symposium at AMEE 1 Sep 2014, Milano, Italy
These are my slides from a pre-conference workshop I co-ran with John Sandars from the University of Sheffield at AMEE 2014 in Milan, Italy. The workshop title was 'How to create personalised learning opportunities in the information age: Essential skills for the 21st century teacher'. John gave an overview of personalised learning to kick things off and looked at some relevant learning theories.
I went on to give an overview of how I've used technology to support and personalise my learning. Following some group work I went on to look at some current trends around personalised learning and consider some of the implications.
The key to supporting students to create personalised learning is for both the teacher and the learner to understand how technology can support this and John covered this in the final section of the workshop.
Imagining and Enabling the Collaborative CommonsMark McGuire
Presentation delivered at the Internet Research 16 (#IR16) Conference, Phoenix Arizona, Oct. 21-24 2015 (http://aoir.org/ir16/). I discuss open practices in education and design, including collaboration, cooperation, crowdsourcing and dissemination. An audio recording of this presentation can be found on Soundcloud (https://goo.gl/G7U1tB). A post that integrates the slides and audio can be found on my blog (http://goo.gl/ps3pHr).
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)Mark McGuire
Blog: http://markmcguire.net/
Twitter: @mark_mcguire
https://twitter.com/mark_mcguire
Abstract:
In many countries, the increasing costs associated with higher education combined with reduced funding for public education during a period of fiscal restraint threatens the sustainability of current models of provision. Glenn Harlan Reynolds (2012) warns of a “Higher Education Bubble” in the United States. Sebastian Thrun, founder of Udacity.com, a for-profit platform for Massive Open Online Courses (MOOCs), predicts that there will be only 10 institutions delivering higher education in 50 years (Steven Leckart, 2012). In contrast to these doomsday scenarios, Audrey Watters (2013) and others counter that professors and the institutions that employ them are not necessarily resistant to change, and that we should not “hack education” in a way that dismantles public institutions and threatens local economies, the community, social justice, and the public good.
In this presentation, I briefly trace the development of MOOCs and I discuss the differences between the high profile platforms that rely on lecture videos and machine marking (xMOOCs) and earlier experiments that follow what George Siemens refers to as a “Connectivist” approach (2005), which encourages participants to build their own personal learning network (cMOOCs). Using a case study method, I discuss three types of Design courses that leverage open strategies and serve as exemplars of “digital scholarship” (Martin Weller, 2011). The first, #Phonar (Photography and Narrative), is a Coventry University course that uses blogging and social media to connect place-based students to online participants. The second, ds106 (Digital Storytelling), is an online-only course offered by the University of Mary Washington that requires students to interact with one another and with the wider world through blogs, social media and an Internet radio station. The third, DOCC2013: Dialogues on Feminism and Technology, is a Distributed Open Collaborative Course that was offered for the first time in the fall of 2013 by fifteen universities in the United States and Canada, with academics working collaboratively across institutions.
I argue that by encouraging a paradigm shift in education from Push (broadcast) to Pull (accessing an archive) to Co-create (collaborative production) Design education can provide positive examples of how we can do more, and reach more, sustainably. Blurring the boundaries between teacher and student, online and offline, and formal and informal, education can enhance learning and extend its benefits beyond the lecture theatre and design studio. This pedagogical shift is in line with contemporary Design practice, in which collaborative and participatory processes are crucial, especially when working to solve wicked problems.
Slides from my presentation as part of the Creating effective learning with new technology in the 21st century:
the importance of educational theories
Symposium at AMEE 1 Sep 2014, Milano, Italy
These are my slides from a pre-conference workshop I co-ran with John Sandars from the University of Sheffield at AMEE 2014 in Milan, Italy. The workshop title was 'How to create personalised learning opportunities in the information age: Essential skills for the 21st century teacher'. John gave an overview of personalised learning to kick things off and looked at some relevant learning theories.
I went on to give an overview of how I've used technology to support and personalise my learning. Following some group work I went on to look at some current trends around personalised learning and consider some of the implications.
The key to supporting students to create personalised learning is for both the teacher and the learner to understand how technology can support this and John covered this in the final section of the workshop.
Imagining and Enabling the Collaborative CommonsMark McGuire
Presentation delivered at the Internet Research 16 (#IR16) Conference, Phoenix Arizona, Oct. 21-24 2015 (http://aoir.org/ir16/). I discuss open practices in education and design, including collaboration, cooperation, crowdsourcing and dissemination. An audio recording of this presentation can be found on Soundcloud (https://goo.gl/G7U1tB). A post that integrates the slides and audio can be found on my blog (http://goo.gl/ps3pHr).
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)Mark McGuire
Blog: http://markmcguire.net/
Twitter: @mark_mcguire
https://twitter.com/mark_mcguire
Abstract:
In many countries, the increasing costs associated with higher education combined with reduced funding for public education during a period of fiscal restraint threatens the sustainability of current models of provision. Glenn Harlan Reynolds (2012) warns of a “Higher Education Bubble” in the United States. Sebastian Thrun, founder of Udacity.com, a for-profit platform for Massive Open Online Courses (MOOCs), predicts that there will be only 10 institutions delivering higher education in 50 years (Steven Leckart, 2012). In contrast to these doomsday scenarios, Audrey Watters (2013) and others counter that professors and the institutions that employ them are not necessarily resistant to change, and that we should not “hack education” in a way that dismantles public institutions and threatens local economies, the community, social justice, and the public good.
In this presentation, I briefly trace the development of MOOCs and I discuss the differences between the high profile platforms that rely on lecture videos and machine marking (xMOOCs) and earlier experiments that follow what George Siemens refers to as a “Connectivist” approach (2005), which encourages participants to build their own personal learning network (cMOOCs). Using a case study method, I discuss three types of Design courses that leverage open strategies and serve as exemplars of “digital scholarship” (Martin Weller, 2011). The first, #Phonar (Photography and Narrative), is a Coventry University course that uses blogging and social media to connect place-based students to online participants. The second, ds106 (Digital Storytelling), is an online-only course offered by the University of Mary Washington that requires students to interact with one another and with the wider world through blogs, social media and an Internet radio station. The third, DOCC2013: Dialogues on Feminism and Technology, is a Distributed Open Collaborative Course that was offered for the first time in the fall of 2013 by fifteen universities in the United States and Canada, with academics working collaboratively across institutions.
I argue that by encouraging a paradigm shift in education from Push (broadcast) to Pull (accessing an archive) to Co-create (collaborative production) Design education can provide positive examples of how we can do more, and reach more, sustainably. Blurring the boundaries between teacher and student, online and offline, and formal and informal, education can enhance learning and extend its benefits beyond the lecture theatre and design studio. This pedagogical shift is in line with contemporary Design practice, in which collaborative and participatory processes are crucial, especially when working to solve wicked problems.
The Beautiful, Messy, Inspiring, and Harrowing World of Online LearningGeorge Veletsianos
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
Colorado Technical University's Doctor of Management Fall Symposium Workshop, presented on October 10, 2009.
This presentation discusses the impact of emerging media for social change, global communication and provides an overview to several technologies, tools and the web science research initiative. References are available at the end of the presentation.
Phonar Nation and Mobile, Connected Learning (#MINA2014)Mark McGuire
Abstract
In this presentation, I discuss Phonar Nation, a free, open, five-week photography course that was offered twice during the North American summer in 2014 as part of the Cities of Learning initiative. Photographer and open education pioneer Jonathan Worth created and taught the non-credit course to individuals from 12-18 years of age through a website designed to work on mobile devices (http://phonarnation.org/). The author followed the course as his twelve-year-old son completed it from New Zealand. The community-based Phonar Nation initiative extends the work that Worth and his colleagues have done with Phonar (Photography and Narrative), an open, for-credit undergraduate course at Coventry University.
I argue that Phonar Nation highlights several related developments in education that are leading to innovative approaches at different levels and in different contexts. Firstly, Phonar Nation is not only open access but it also uses and produces material that is open to be shared through the use of Creative Commons Licenses. Secondly, it is collaborative, both in the way that it is produced and taught, and in the way that participants are encouraged to engage with one another in community settings and through social media sites. Thirdly, Phonar Nation exemplifies an approach to learning that advocates call Connected Learning, which is accessible, interest-driven, socially situated and geared to extending educational and economic opportunities.
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
Smartphones and Open, Collaborative Image MakingMark McGuire
A presentation given at the Art + Design Symposium, Dunedin School of Art 16-17 Oct. 2015: http://artandesign.org/. The audio file for this presentation can be found on Soundcloud: https://goo.gl/PdUSlN. A blog post that puts the slides and audio together with can be found here: http://goo.gl/izarVC
Open, Connected Education. Voices from Tertiary Education: A conversation about productivity & innovation in tertiary education in New Zealand, a symposium organised by the Tertiary Education Union, July 22-23 2016, Wellington (http://teu.ac.nz/2016/07/productivity-commission/). Hashtag: #TEUvoices16
Audio available via SoundCloud: https://goo.gl/IPqQwS
A post that includes these slides plus audio and other links can be found on my blog: https://goo.gl/aiwXpl
The Beautiful, Messy, Inspiring, and Harrowing World of Online LearningGeorge Veletsianos
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
Colorado Technical University's Doctor of Management Fall Symposium Workshop, presented on October 10, 2009.
This presentation discusses the impact of emerging media for social change, global communication and provides an overview to several technologies, tools and the web science research initiative. References are available at the end of the presentation.
Phonar Nation and Mobile, Connected Learning (#MINA2014)Mark McGuire
Abstract
In this presentation, I discuss Phonar Nation, a free, open, five-week photography course that was offered twice during the North American summer in 2014 as part of the Cities of Learning initiative. Photographer and open education pioneer Jonathan Worth created and taught the non-credit course to individuals from 12-18 years of age through a website designed to work on mobile devices (http://phonarnation.org/). The author followed the course as his twelve-year-old son completed it from New Zealand. The community-based Phonar Nation initiative extends the work that Worth and his colleagues have done with Phonar (Photography and Narrative), an open, for-credit undergraduate course at Coventry University.
I argue that Phonar Nation highlights several related developments in education that are leading to innovative approaches at different levels and in different contexts. Firstly, Phonar Nation is not only open access but it also uses and produces material that is open to be shared through the use of Creative Commons Licenses. Secondly, it is collaborative, both in the way that it is produced and taught, and in the way that participants are encouraged to engage with one another in community settings and through social media sites. Thirdly, Phonar Nation exemplifies an approach to learning that advocates call Connected Learning, which is accessible, interest-driven, socially situated and geared to extending educational and economic opportunities.
Finding and Sharing Educational Resources using Twitter, Hashtags and Storify...Mark McGuire
This presentation reports on the use of Twitter, hashtags and Storify to connect with individuals inside and outside the university who have a shared interest in the future of libraries. The objective was to discover and share educational resources that were applicable to a class project, by engaging with experts through social media, rather than by searching for the resources directly. A related aim was to discover how even limited social contact with others could result in a more collaborative, networked approach to problem solving, in keeping with contemporary design practice. Over the 13-week course, 250 Twitter messages were collected, narrated and archived by the course Lecturer (and author), using Storify. During class discussions, students reported that the resources were useful, and they commented on the effectiveness of reaching out beyond the classroom in this way. This trial also provided insights into how such collaborations could be taken further.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
Smartphones and Open, Collaborative Image MakingMark McGuire
A presentation given at the Art + Design Symposium, Dunedin School of Art 16-17 Oct. 2015: http://artandesign.org/. The audio file for this presentation can be found on Soundcloud: https://goo.gl/PdUSlN. A blog post that puts the slides and audio together with can be found here: http://goo.gl/izarVC
Open, Connected Education. Voices from Tertiary Education: A conversation about productivity & innovation in tertiary education in New Zealand, a symposium organised by the Tertiary Education Union, July 22-23 2016, Wellington (http://teu.ac.nz/2016/07/productivity-commission/). Hashtag: #TEUvoices16
Audio available via SoundCloud: https://goo.gl/IPqQwS
A post that includes these slides plus audio and other links can be found on my blog: https://goo.gl/aiwXpl
Integrating 5 Cloud Based Tools Into Your Teaching PracticeKim Pepler
A brief look at why it is important to integrate technologies into modern educational practices and a quick run through five potential candidates for use in the classroom.
Project created for:
Canvas Social Media MOOC
April 2013
Contributors:
Kathy Aldridge
Mary Ann Apple
Diana Derry
Cathleen Nardi
Martine Reverda
Nuria Trigueros
Often, we only get 3 minutes with administrators to share our ideas about the important relationship between technology and student learning. Discuss and discover current research and surveys demonstrating the need for technology integration in K-12 schools.
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.
A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
Workshop at the University of the Philippines (Cebu)-Asia eHealth Information Network - MIT- Stanford Big Data for Health Conference, 4 July 2017, Cebu City.
Empirical Approach to Identifying Digital Learning Innovation TrendsTanya Joosten
The focus of this effort was to illustrate trends in digital learning innovation. Digital learning innovations were to be located through a scan of the postsecondary environment through various data sources in order to identify prominent innovations that have the potential to improve student outcomes in postsecondary education. Digital learning innovations were to include technologies, such as adaptive learning and open education resources, that improve access, equity, and learning. A timeframe for the collection of relevant data was established from January 1st, 2018, to September 1st, 2019. Previous DLI award analysis was included as one data source. Other data sources included industry leaders, national organizations advancing technology and learning, prominent research centers, influential research journals (peer reviewed), popular news and media outlets, funded initiatives, key institutions, vendors or products of interest, and other key publications from national organizations or efforts to see what themes and topics are relevant in the current landscape. Over a dozen data sources were reviewed. Documents, including articles, reports, web content, and more) were pulled directly from database and organizations’ sites when possible. Informal interviews were conducted with various academic leaders in the field at key organizations. Articles were summarized noting key themes and findings until themes were saturated, at which point key themes were noted but articles were not summarized. Articles were saved and compiled on a server for additional review or verification. In sum, over 400 articles were reviewed.
This presentation was delivered at City of Glasgow College during their CPD week in June 2014. The presentation gives an overview of blogs, media sharing tools, digital curation tools, and social networking tools, giving exemplars of how these tools have been used in an educational context.
Presentation about using social media tools for learning and teaching. Tools covered includes blogs, media sharing tools, digital curation tools and social networking tools (Facebook).
Similar to Emerging Technologies: Background, tools and challenges for Higher Education (20)
Students in TLC277 (University to Work) at Murdoch University are using Wordpress to record their thoughts on our Graduate Attributes and Professionalism. Students in Singapore will be commenting on them.
This is an outline for those students, describing how to use our Murdoch Blogs installation: blogs.murdoch.edu.au
Presented at Academic Work Matters session at Murdoch University 16 July 2008. Describes and defines academic blogging and a pilot project to host 20 blogs on university servers using WordPressMU.
Audio was recorded using a H2 Zoom audio recorder. This will be added as a screencast soon.
Most slides had elements that entered on mouseclick, hence the loud clicking noise.
Session outlining potential options for slidecasting / screencapture / screencasting software for a small acamedic library in Perth, Western Australia. Looks at Jing, SnagIt, slideshare.net , Camtasia Studio and Captivate 3.
Step by step screenshots of how to fill in the online forms to create a Second Life avatar. Used in workshops in Murdoch University Library March - May 2008,
Covers "What is Second Life?", "Universities in Second Life", "Murdoch University Island". Used in workshops in Murdoch University Library, March - May 2008
Step by step images to show the tasks necessary to complete Orientation Island in Second Life. Used in Workshops in Murdoch University Library March - May 2008
Covers: "What is Second Life?", "Universities in Second Life", "Murdoch University Island". Used in Workshops at Murdoch University Library March - May 2008
Illustrates some simple activities to familiarise new users with the Second Life environment. Activities match a "Treasure Hunt" of objects on Murdoch University Island. Slides used in workshops at Murdoch University Library March - May 2008
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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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.
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Emerging Technologies: Background, tools and challenges for Higher Education
1. Emerging
technologies
Bac kg round, tools and
c hallenges for Higher
Education
Kathryn Greenhill
Emerging Technologies Specialist
Murdoch University July 2009
12. Using the SMARTBoard in Room 14 – 05 http://www.flickr.com/photos/technolote/3129042835/ Uploaded on December 23, 2008 by
13. Smart boards, powerpoint,
Using the SMARTBoard in Room 14 – 05 http://www.flickr.com/photos/technolote/3129076237/ Uploaded on December 23, 2008 by
21. Communication
Critical and creative thinking
Social Interaction
Independent and lifelong learning
Ethics
Social Justice
Global perspective
Interdisciplinarity
In-depth knowledge of a field of study
22. Communication
Critical and creative thinking
Social Interaction
Independent and lifelong learning
Ethics
Social Justice
Global perspective
Interdisciplinarity
In-depth knowledge of a field of study
50. Costs same amount of money
Invest in people and skills instead
of software licenses
Gain flexibility and control
Gain a community to work with
Blackboard – 2200 institutions worldwide
Moodle 52,153 registered sites worldwide
67. There is a growing need for formal instruction in key new skills,
including information literacy, visual literacy, and technological
literacy.
Students are different, but a lot of educational material is not
Significant shifts are taking place in the ways scholarship and
research are conducted, and there is a need for innovation and
leadership at all levels of the academy
We are expected, especially in public education, to measure and
prove through formal assessment that our students are learning
Higher education is facing a growing expectation to make use of
and to deliver services, content and media to mobile devices
Source: Educause The Horizon Report 2009 (January 2009)
71. Source: Luckin et al, KS3 and KS4 learners' use of Web 2.0 technologies in and out of School – Summary
http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/web2_technologies_ks3_4_summary.pd
90. Keep
the baby
sequoia can sit up by himself in the bath now - _MG_5837 Uploaded to Flickr on May 28, 2007 by sean dreilinger
91. “The only education out of
which good can come is
the education which
teaches you to think for
yourself instead of
swallowing whatever the
fashion of the moment
may prescribe.”