This document summarizes research from an emerging technologies project conducted between 2011-2013 across 8 South African higher education institutions. The project examined how emerging technologies could help address challenges in South African higher education related to student preparedness and diversity. A survey of 242 lecturers found that while emerging technologies positively impacted student engagement and learning, challenges remained related to institutional support and infrastructure. Overall the research aimed to understand the role and impact of emerging technologies in South African higher education.
What can a MOOC do for you? An academic perspectiveJisc
Speaker: Momna Hejmadi, director of studies, University of Bath.
In this session you will learn about the unforeseen benefits, challenges and potential opportunities of leading a MOOC - ‘Inside Cancer’ - from an academic perspective.
The course, designed as a beginner’s guide to cancer genetics is open to anyone interested in understanding cancer without having studied biology at school or university. The course was adapted from a second year, campus-based undergraduate course that Momna Hejmadi teaches on, so it offered a perfect opportunity for students to gain real-life perspectives from the public. It also extended the learning space to a global community of learners from school pupils, health professionals to cancer-survivors.
In this session, Momna will share data on the impact of this course on learners and course developers.
This was presented in the "rapporteur session" of the international conference on Evaluation and accountability in education held in Rome, 3-5 October 2012.
Full papers of the conference are posted here: http://www.invalsi.it/invalsi/ri/improving_education/
Leveraging Technology in Your Learning Center: Enhancing Services, Creating N...Lisa D'Adamo-Weinstein
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The focus of the topics I will cover during the institute will be on how to best understand emerging technologies and how to choose the technology tools that will help you meet your goals in managing your learning center.
What can a MOOC do for you? An academic perspectiveJisc
Speaker: Momna Hejmadi, director of studies, University of Bath.
In this session you will learn about the unforeseen benefits, challenges and potential opportunities of leading a MOOC - ‘Inside Cancer’ - from an academic perspective.
The course, designed as a beginner’s guide to cancer genetics is open to anyone interested in understanding cancer without having studied biology at school or university. The course was adapted from a second year, campus-based undergraduate course that Momna Hejmadi teaches on, so it offered a perfect opportunity for students to gain real-life perspectives from the public. It also extended the learning space to a global community of learners from school pupils, health professionals to cancer-survivors.
In this session, Momna will share data on the impact of this course on learners and course developers.
This was presented in the "rapporteur session" of the international conference on Evaluation and accountability in education held in Rome, 3-5 October 2012.
Full papers of the conference are posted here: http://www.invalsi.it/invalsi/ri/improving_education/
Leveraging Technology in Your Learning Center: Enhancing Services, Creating N...Lisa D'Adamo-Weinstein
Emerging technologies such as social networking, multi-media sharing, collaborative workspaces, and mobile technologies are significantly changing the nature of learning and learner expectations for interaction, access, and engagement.
Learning center professionals need to leverage these emerging technologies in ways that can enhance they ways in which we deliver services, create resources, market our centers, manage and train staff, and evaluate our centers.
The focus of the topics I will cover during the institute will be on how to best understand emerging technologies and how to choose the technology tools that will help you meet your goals in managing your learning center.
Developing Accessibility Training Strategies in Higher Ed3Play Media
In this webinar, Jennifer Ismirle, Senior User Experience Researcher, and Phillip Deaton, Accessibility Coordinator, from Michigan State University will share how they developed a digital accessibility training program for different types of content and content creators. They will discuss why training is important, as well as share strategies for creating an engaging and successful program.
This alternative, structured poster session, presents results from Year 1 of the ORCA Project. The goal of the Online Reading Comprehension Assessment (ORCA) Project is to develop valid, reliable, and practical assessments of online reading comprehension and then evaluate their performance for various school populations.
Portions of this material are based on work supported by the U. S. Department of Education under Award No. R305G050154 and R305A090608. Opinions expressed herein are solely those of the authors and do not necessarily represent the position of the U. S. Department of Education. Institute of Educational Sciences, U.S. Department of Education
This discovery of yours will create forgetfulness in the learners. They will ...alanwylie
The Australian and New Zealand Keynote Panel presentation by Colin Latchem for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Developing Accessibility Training Strategies in Higher Ed3Play Media
In this webinar, Jennifer Ismirle, Senior User Experience Researcher, and Phillip Deaton, Accessibility Coordinator, from Michigan State University will share how they developed a digital accessibility training program for different types of content and content creators. They will discuss why training is important, as well as share strategies for creating an engaging and successful program.
This alternative, structured poster session, presents results from Year 1 of the ORCA Project. The goal of the Online Reading Comprehension Assessment (ORCA) Project is to develop valid, reliable, and practical assessments of online reading comprehension and then evaluate their performance for various school populations.
Portions of this material are based on work supported by the U. S. Department of Education under Award No. R305G050154 and R305A090608. Opinions expressed herein are solely those of the authors and do not necessarily represent the position of the U. S. Department of Education. Institute of Educational Sciences, U.S. Department of Education
This discovery of yours will create forgetfulness in the learners. They will ...alanwylie
The Australian and New Zealand Keynote Panel presentation by Colin Latchem for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Edutech_Europe Keynote Presentation: Implementing learning analytics and lear...Bart Rienties
This keynote will help you:
-Understand where to start with learning analytics
-Understand how to effectively support your staff to use data
-Critically review whether learning analytics is something for your organisation
https://www.terrapinn.com/exhibition/edutech-europe/speaker-bart-RIENTIES.stm
Are we currently moving from the age of mobolism to age of artificail intelli...Jari Laru
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AI in Education Amsterdam Data Science (ADS) What have we learned after a dec...Bart Rienties
The Open University UK (OU) has been implementing learning analytics and learning design on a large scale since 2012. With its 170+ students and 4000+ teaching staff, the OU has been at the forefront of testing, implementing, and evaluating the impact of learning analytics and learning design on students outcome and retention. A range of reviews and scholarly repositories (e.g., Web of Science) indicate that the OU is the largest contributor to academic output in learning analytics and learning design in the world. However, despite the large uptake of learning analytics at the OU there are a range of complex issues in terms of buy-in from staff, data infrastructures, ethics and privacy, student engagement, and perhaps most importantly how to make sense of big and small data in a complex organisation like the OU. During his talk Bart will be presenting on the implementation and learnings.
A content analysis of the emerging research on academic cyberloafingZizo Aku
Despite the diverse opportunities digital technologies offer that enhance learning and improve instructional practice, the main challenge faced by many institutions is the distracting effects of hyper-connectivity caused by mobile devices during learning activities. Some students find it difficult to balance online leisure activity with school work because of the guilty pleasures associated with using certain types of media. The failure of college students to reduce distractions from academic cyberloafing could negatively impact their achievement of academic success. This scholarly paper is designed to explore how contemporary research has investigated this emerging phenomenon to better understand important strategies for control.
Beyond the “Digital Divide”: Understanding the complexities of access and inc...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Beyond the “Digital Divide”: Understanding the complexities of access and inclusion in an online learning environment- Emily Myanna and Jennifer DeJonge, Metropolitan State University
Assessment 3: Essay
Length: 1500 words
Weighting: 45%
This last assessment builds on the annotated bibliography completed as Assessment 1 and your Assessment 2 essay plan. Use the feedback from your Assessment 2 to write an essay developing an argument for or against your chosen topic. The essay choices are as already presented:
1. Educational institutions should incorporate mobile technology for the benefit of students.
1. Using social media enhances adolescent well-being.
1. Mobile technology will continue to transform health care in positive ways.
You need to:
· Take a position and argue your case with supporting evidence. You may support or argue against the topic. Include a counterargument either in a separate paragraph or within your supporting point(s).
· Remember to include at least six sources of evidence to support your argument.
· Be sure to include a reference list on a separate page, using APA referencing.
· Go through the marking criteria carefully to ensure you have addressed all the marking criteria for your essay.
Marking criteria – see over the page
Davison, C. B. Lazaros, E. J. (2015). Adopting mobile technology in the higher education classroom. Journal of Technology Studies, 41:1, 30-39. Retrieved from https://www.ebsco.com
This 2015 article looks at the discoveries from a study of an Indiana research and teaching university, focusing on the student’s practices with mobile technologies. The findings were based on, and cross examined with a previous similar study of British students that was undertaken 9 years prior. Key ideas demonstrated are the technological influence of mLearning in the tertiary education environment, carried out with intentions of providing infrastructure integration techniques and insight to educators, by identifying characteristics and patterns within the mobile technology utilization of the student body. The study touches on student perceptions of mobile learning, the most popular method of communicating and the benefits. A limitation to this study include lack of personal interviews with students to provide concurrent opinions of findings presented, and an uncertain means of accumulating data by use of an anonymous online poll. A further limitation includes lack of an in-depth explanation to the conclusion that laptops are the most preferred tool amongst the participants. The piece itself has been published in the peer-reviewed Journal of Technology Studies, which is owned by an international honor society of technology professions. In particular this article will be helpful in providing a comparison between the study a decade previously, to monitor what the sequences of mLearning in the classroom has demonstrated, and to collate with new evidence between this article and now.
Henderson, M. Selwyn, N. Aston, R. (2015). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42:8, 1567-1579, DOI: 10.1080/030 ...
The study examines the efficacy of the free software Socrative in:
- Enhancing attendance taking routines
- Improving engagement and participation
- Improving learning outcomes
- Enhancing process of course preparation
- Underscore the importance of the 7 Principles of Undergraduate Teaching and Learning
Keynote Data Matters JISC What is the impact? Six years of learning analytics...Bart Rienties
The Open University (OU) was an early adopter of learning analytics, and after six years has had the opportunity to reflect on the impact of large scale adoption across the institution.
Has there been an impact on student retention/progress/completion?
How are the positives (or negatives) reflected in student satisfaction surveys?
What worked, what didn't, and with this benefit of hindsight what is, or should be, next?
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
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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.
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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.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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http://sandymillin.wordpress.com/iateflwebinar2024
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2. “Emerging ICTs in Higher Education” NRF project, 2011-2013 8 SA HEIs (SU, UWC, UCT, CPUT, UP, Rhodes, Wits, Fort Hare) 1 NGO (Open Courseware Consortium) More information at http://emergingicts.blogspot.com/
3.
4. Future of Higher Education Through 2015, 50% of higher education CIOs will lose their jobs for failing to balance customer efficiency with organizational efficiency. Rust, B., Lowendahl, J-M., Bonig, R., Harris, M., (2010) Gartner Report, 17 Nov.
6. SA challenges Under-preparedness of students Diversity of student population Multilingualism Etc.... Scott, Yield & Hendry (2007), Jaffer, Ngambi & Czerniewicz(2007)
7. Focus of the research What role can emerging technologies play in addressing these challenges? Is it important for institutions to engage with these technologies? What are the consequences for institutions if they don’t engage with emerging technologies? What are the consequences for the institution if they do choose to adopt emerging technologies.Are they ready for the disruption?
8. Characteristics of ET May or may not be new technologies Evolving organism, that exist in the state of coming into being Go through hype cycles They are not yet fully understood They are not yet fully researched They are potentially disruptive, but that potential is mostly unfulfilled Veletsianos, 2010:13-17
13. Shift of locus of control “Although lecturers and students are seemingly embracing emerging technologies enthusiastically, it is taking longer for institutions and policy makers to adopt and implement them. Institutions and policy makers are not yet fully engaging with these technologies to understand the usefulness of these technologies and therefore administrative policies may slow down or halt adoption.” COL 2008, 16
14. Consequences of non-engagement with ET Increased gap between educators with resources and the will to experiment and those who cannot or are not willing to… Students are increasingly disengaged Mismatch between student expectations of HEI Opportunities for preparing 21st century graduates are lost Student skills are not visibly assessable Missions of HEI tend to be failing students
16. 2011 Emerging Technologies Survey Part of NRF project Target group: lecturers that are known to be open to/engaged with technology Sent by email to contacts in all public HEIs institution, snowball sampling Content: 3 parts, demographic, tools and open ended questions around practice with ET Respondents: 242 (by 31 August 2011) 187 (77%) completed second part survey (tools) 149 (62%) completed all three parts of survey
24. Impact of ET (82 open comments) Direct/tangible: better grades (2%) and better attendance (7%) Direct / intangible impact: Improved interaction/ communication/feedback (30%), improved student engagement (27%) , improved skills (9%), better course organisation (7%), integration theory/practice (6%), independent learning (5%), providing a diverse learning experience (2%) Indirect: cutting cost (2%), research opportunity (1%)
25. “…positive impact… students like ducks to water….” “Feedback needs to be regular and fresh and in a style that the student appreciate. No slacking on posting after hours, no matter what’s happening in my personal or professional life. If students see your commitment to staying in touch, they will match that commitment – equal or better!”
27. Challenges (97 comments) Institution (54%): Lack of equipment, inadequate Internet access Lecturers attitudes and time (25%) Students skills and motivation (22%)
28. “If there is no incentive for marks, students do not bother – there is no doing something entirely for their learning that they will motivate on their own. The university won’t allow me to claim the $2.95 that it requires per month to keep the site going. So I pay this out of my pocket, and it is costing me since I have several sites at the time for different classes.“
32. Any questions? See more information on our project on our blog: http://emergingicts.blogspot.com/
33. References Bates, T. and . Sangra. 2011. Managing Technology in Higher Education: Strategies for Transformation. San Francisco: Jossey-Bass. Brown, J.S. (2008) Minds on Fire: Open Education, the Long Tail, and Learning 2.0http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume43/MindsonFireOpenEducationtheLon/162420 Delich, P., K. Melly, and D. McIntosh. 2008. Emerging Technologies in E-learning. In Education for a Digital World, ed. Sandy Hirtz and David Harper, 5-22. Commonwealth of Learning. http://www.col.org/resources/crsMaterials/Pages/edDigitalWorld.aspx. Dron, J., & Anderson, T. (2009). How the Crowd Can Teach. Handbook of Research on Social Software and Developing Ontologies London IGIGlobal (Vol. Handbook o, pp. 1-17). IGI Global. http://www.igi-global.com/viewtitlesample.aspx?id=48657 Jaffer, S., D. Ng’ambi and L. Czerniewicz. 2007. “The role of ICTs in higher education in South Africa: one strategy for addressing teaching and learning challenges.” International Journal of Education and Development using ICT 3 (4). Johnson, L. and S. Adams. 2011. Technology Outlook for UK Tertiary Education 2011-2016: An NMC Horizon Report Regional Analysis. Austin, Texas: The New Media Consortium Littlejohn, A. (2011). Collecctive Learning. Presentation to Change 11 Massive Open Online Course, 5 October 2011 Rogers, E. 1995. Diffusion of Innvation. 4th ed. New York: Free. Rust, B., J-M. Lowendahl, R. Bonig and M. Harris. 2010. Gartner Report, 17 Nov Scott, I., N. Yeld and J. Hendry. 2007. Higher Education Monitor A case for Improving Teaching and Learning in South African Higher Education. Higher Education. http://www.che.ac.za/documents/d000155/HE_Monitor_6_ITLS_Oct2007.pdf. Sharpe, R., Beetham, H., & de Freitas, S. (Eds.). (2010). Rethinking learning for a digital age: How learners are shaping their own experiences. London: Routledge. Veletsianos, G. 2010. Emerging Technologies in Distance Education. Theory and Practice. Edmonton: AU Press. Williams, Karousou & Mackness, (2011).Emergent Learning and Learning Ecologies in IRRODL, 12(3)http://www.irrodl.org/index.php/irrodl/article/view/883/1824
Editor's Notes
CIOs should recognize the changes and develop strategies to balance the opportunities that changes in technology have brought to education with the challenges of efficiently managing an education technology portfolio.
Scott, Yield & Hendry (2009)Jaffer, Ngambi & Czerniewicz (2007)
According to Veletsianos (2010:17) emerging technologies are ‘tools, technologies, innovations, and advancements utlized in diverse educational settings to serve varied education-related purposes’.personal technologies often sit uneasily with institutions; in some cases they are even banned within the university buildings and networks (Parry, 2005).
New Media Consortium
Parry, W., “School orders students to remove blogs”. USA Today, 26/10/2005. Downloaded from: http://www.usatoday.com/tech/news/techpolicy/2005-10-26-school-bans-blogs_x.htm
Source: http://mediaexposure1.blogspot.com/2011_07_01_archive.html1. Innovators- The adoption process begins with a tiny number ofvisionary, imaginative innovators2. Early adopters: Once the benefits start to become apparent, earlyadopters leap in. They love getting an advantage over their peers and they have time and money to invest3. Early majority: They are followers who are influenced by mainstream fashions and wary of fads. They are looking for simple, proven, better ways of doing what they already do. 4. Late majority: They are conservative people who hate riskand are uncomfortable your new idea.5. Laggards: They hold out to the bitter end. They arepeople who see a high risk in adopting a particular product orbehavior
Source: http://www.joanpinyol.com/2008/03/24/gartners-hype-cycle-for-emerging-technologies/Emerging technologies can’t be seen as emerging out of context (Veletsianos, 2010:18) – what is emerging in one context may not be in another or may be an established technology in another as we have seen in our data. Emergent theory provides us with the knowledge that events don’t happen in a formal and organised way but are spontaneous and can go in any direction (Veletsianos, 2010:18) – they both influence and are influenced by activity (Cole & Engestrom, 1993 cited in Veletsianos, 2010:18).Technologies developed for purposes other than education are finding there way into educational institutions and are both moulded and are moulding pedagogical practice in diverse ways depending on communities of practice, It is not only tools that are ETs it is also ideas, theories and approaches.Opinion leaders:Management should actively promote the importance of emerging technologies for transforming T&L – fund, evaluate and reward innovative pedagogical practices (Bates & Sangra, 2011)Leaders are critical for technology integration but need to take collaborative approach to setting and implementing goal. Leaders need to be convinced and to convince others of the importance of ETs to enhance teaching and learning (Bates & Sangra, 2011)Management should guide, facilitate and be responsive to a wide range of change agents (lecturers and students) in the institutionTraining offered to managementWill have to rethink issues of research and teaching as publishing is going to change due to availability of e-books. Evaluation of scholarly endeavours lags behind new ways of authoring, publishing and researching. Academics can now prepublish work, use blogsand video (You Tube) to put their ideas across to and get comments quickly and frequently from large audience but academia hasn’t really acknowleged this (Johnson & Adam, 2011:2 & 10)Will have to start considering how to make higher education more flexible for studentsHow to incorporate OERs into teaching and learning and researchWork on creative ways of incorporating mobile devices (cheap, ubiquitous), social networking into teaching and learning rather than banning themIncreasing need for digital media literacy and digital citizenship– so training for staff and students (Johnson & Adam, 2011:3; 16 & 19)Cloud computing – shared services across HEIs e.g. Bloomsbury Media Cloud 6 London HEIs shared resource on strategies to support teaching, learning and researchNorms and policies:Management should develop a clear, coherent and comprehensive governance structure for technology decisionmaking and policiesAnalysis of cost/benefit of infrastructure e.g. open educational resources; the use of big computer labs, tiered lecture hallsFlexible access for increasingly diverse student body (Bates & Sangra, 2011)Use technology to enhance design and delivery of teaching not reinforce traditional forms of classroom teaching (Bates & Sangra, 2011)Libraries would have to be restructured into new role to accommodate Ets e.g. repositories of research, information literacy, greater role in teaching and learningInformation is everywhere and OERs becoming more prevalent– how to access it, assess credibility and make effective use of it, what does it mean for learning (Johnson & Adam, 2011:6; Seeley-Brown; Littlejohn, 2011)More competition as newer models of education become available (internationalisation at home)Using apps and mobile devices to provide time and location sensitive informationTablets and applications easy to use in learning contexts – more and more ubiquitous, also economic and flexible (Johnson & Adams, 2011:7)Real change happens slowly in HE – faster in business sector collective knowledge transdisciplinary needed to solve complex problems e.g. Environmental problems need to develop new ways of thinking to deal with these (Littlejohn, 2011: presentation on MOOC 6 October, 2011) New opportunities for collaboration across sectors and geographical locations will have to be considered in HELearning analytics leverages wide range of data on the academic progress of students available for HEIs – how to incorporate this and use it to tailor educational opportunities address students’ personal learning needs (Johnson & Adams, 2011:9)How to acknowledge and use collective intelligences- promotes peer-to-peer learning e.g. twitter, bookmarks (Littlejohn, 2011; Dron & Anderson, 2010 How the crowd can teach; Johnson & Adams, 2011:13)Institutions should track and measure their performance on goals (Bates & Sangra, 2011).Educators / practitionersContinuous and comprehensive staff development and teacher training at a post-secondary level after appointment to navigate and make sense of information, visual and technological literacies. Ability to find, discern and use resources changing (Johnson & Adam, 2011:3 & 18)Incentives to encourage instructorsMay necessitate different lenses to view the world, different pedagogies, theories and approaches to teaching and learning (Veletsianos, 2010). There is conceptual mismatch between pedagogical mismatch between current pedagogical practice and the design of educational technologies. Will have to rethink role as educators (Johnson & Adams, 2011:16). Now more about the process than the content of learning (Johnson & Adams, 2011:3&6). Space needs to be made for self organised learning environments as part of the learning ecology which accommodates emerging and prescriptive learning (Williams, Karousou & Mackness, 2011)Student projects may become increasingly collaborative – changing how projects are structured and using things like google docs, wikis, skypeetc (Johnson & Adam, 2011:2& 16)Increase interaction between higher educators and students – this allows for more individualised learning and response to students’ needs (Bates & Sangra, 2011)Will have to start thinking about how to incorporate mobile devices into learning as they are so ubiquitous in SAThe abundance of resources and relationships which are now so easily available on internet will mean that we have to rethink our roles as educators (Johnson & Adam, 2011:2)Charting – connecting, collecting and creating (Littlejohn, 2011). Educators need to mentor students how to make sense of the world they live in (Johnson & Adam, 2011:16)Growing availability of bandwidth will change user behaviours in teaching and learning – transfer files more easily, store bigger content (Johnson & Adam, 2011:17)Educators and students using their own devices for learningChange agentsRecognitionStatus as pioneers (experts vs novices- who are experts and who are novices in collective learning?) (Littlejohn, 2011)Support!Senior executive team should interact and be responsive to change agents and other technology users and Bates & Sangra(2011)