This document summarizes Peter Bryant's presentation on the changing role of learning technologists. It notes that the number of internet-connected devices now exceeds the world's population, though internet access is still not universal. It discusses tensions between new technologies and traditional pedagogies. Bryant argues that existing practices and notions of technological innovation are often pitted against each other unnecessarily. He calls for learning technologists to focus on making their institutions better through strategic, collaborative projects that stimulate change and have institutional impact.
This document discusses e-learning at Pukekohe Valley School from 2010-2012 and beyond. It highlights the importance of developing students' information gathering and processing skills in a digital age. It also acknowledges that the Ministry of Education has been working on e-learning and sees it as key to developing competencies. The document then discusses challenges of implementing e-learning including limited equipment, managing resources, online safety, and the need for innovation and risk-taking. It provides examples of e-learning tools and strategies for managing bottlenecks to help envision what e-learning could look like in classrooms.
This document discusses the need for gifted education to evolve for the 21st century. It argues that today's students need skills like creativity, critical thinking, communication and collaboration to succeed in a world where knowledge is widely accessible. Schools must provide modern, technology-rich learning environments that engage students in solving real-world problems. By integrating new literacies and allowing creative outlets, education can help ensure students are prepared for the future.
The document discusses how learning is changing from isolated and generic learning to connected, personalized, and lifelong learning. It notes that knowledge is moving from individuals to networks of individuals. It argues that schools need to change from their traditional models to adapt to this new landscape where learning is mobile, networked, global, and collaborative. It provides eight shifts that schools and learners need to make, such as learning to interact with strangers, developing an online presence or "G-portfolio", becoming skilled with digital tools, learning to manage and synthesize information, developing skills to evaluate sources of information, following personal passions, and learning how to be lifelong learners.
The document discusses the vision for the Illuminating Learners District to get students and staff "plugged into" learning in the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses how learners have access to more information resources and can create and share digital content, and that collaboration and sharing knowledge is expected. Finally, it discusses connecting learners inside and outside of classrooms through various online and wireless technologies.
The document discusses the Illuminating Learners District's focus on getting students and staff "plugged into" learning for the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses reinventing and reshaping the learning experience for students and all staff through connecting learners inside and outside of classrooms using various digital tools and resources.
The document discusses the vision for the Illuminating Learners District to get students and staff "plugged into" learning in the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses how learners today have access to more information resources and can create and share digital content, and that collaboration and sharing knowledge is expected. Finally, it discusses connecting learners inside and outside of classrooms through various technologies.
This document discusses e-learning at Pukekohe Valley School from 2010-2012 and beyond. It highlights the importance of developing students' information gathering and processing skills in a digital age. It also acknowledges that the Ministry of Education has been working on e-learning and sees it as key to developing competencies. The document then discusses challenges of implementing e-learning including limited equipment, managing resources, online safety, and the need for innovation and risk-taking. It provides examples of e-learning tools and strategies for managing bottlenecks to help envision what e-learning could look like in classrooms.
This document discusses the need for gifted education to evolve for the 21st century. It argues that today's students need skills like creativity, critical thinking, communication and collaboration to succeed in a world where knowledge is widely accessible. Schools must provide modern, technology-rich learning environments that engage students in solving real-world problems. By integrating new literacies and allowing creative outlets, education can help ensure students are prepared for the future.
The document discusses how learning is changing from isolated and generic learning to connected, personalized, and lifelong learning. It notes that knowledge is moving from individuals to networks of individuals. It argues that schools need to change from their traditional models to adapt to this new landscape where learning is mobile, networked, global, and collaborative. It provides eight shifts that schools and learners need to make, such as learning to interact with strangers, developing an online presence or "G-portfolio", becoming skilled with digital tools, learning to manage and synthesize information, developing skills to evaluate sources of information, following personal passions, and learning how to be lifelong learners.
The document discusses the vision for the Illuminating Learners District to get students and staff "plugged into" learning in the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses how learners have access to more information resources and can create and share digital content, and that collaboration and sharing knowledge is expected. Finally, it discusses connecting learners inside and outside of classrooms through various online and wireless technologies.
The document discusses the Illuminating Learners District's focus on getting students and staff "plugged into" learning for the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses reinventing and reshaping the learning experience for students and all staff through connecting learners inside and outside of classrooms using various digital tools and resources.
The document discusses the vision for the Illuminating Learners District to get students and staff "plugged into" learning in the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses how learners today have access to more information resources and can create and share digital content, and that collaboration and sharing knowledge is expected. Finally, it discusses connecting learners inside and outside of classrooms through various technologies.
Turning the threat into an opportunity by embracing digital culture and liter...Kay yong Khoo
Disruption” describes a process whereby a smaller company with fewer resources is able to successfully challenge established incumbent businesses. How to embrace the digital innovation into solving the contemporary educational situations
The document discusses how today's students have grown up with technology and short attention spans, thinking work and school should be entertaining. It argues that the current educational system, based on Enlightenment philosophies, is mismatched for the Information Age where students must learn to sort and think critically about vast amounts of information to become lifelong learners. It suggests educational reforms should integrate tools like games, simulations and social networking that are already used in workplaces.
This presentation discusses educational innovation. It encompasses, digital literacy, future studies, globalization, innovation, blended learning, MOOCs, distance learning, flipped classroom, mash-ups, Bauman's disease. Educational innovation is including a drastically different student in drastically different times with an unknown future - education must prepare students for a global job market that will demand for highly developed critical analysis and lateral thinking skills. If you have any questions please feel free to contact me...
What does studying technology tell us about Higher Education?Martin Oliver
From email to word processors to web sites, technology has become an integral part of Higher Education. It has been a mainstay of government educational policy for decades, and has featured in HE policy since at least 1965. Yet strangely, studies of technology often remain detached from wider educational research. In this session, I will explore some of the reasons for this, outlining the kinds of work on learning and technology that are being undertaken. I will also introduce some less common perspectives and approaches, which show how technology can act as an important site for understanding wider educational concerns.
This document discusses the evolution of education ecosystems through mobile innovations. It begins by introducing concepts of natural and artificial selection in ecosystems. Examples are provided of how industries like aviation and mobile technology have evolved through adapting to changes. The education ecosystem is also evolving, with new models of universities emerging that leverage mobile technologies and adapt delivery. Partnerships are discussed between Stanford and universities in countries to explore mobile learning solutions for underserved groups. The value of these innovations is in creating a sustainable, value-centered education ecosystem that empowers all learners.
This document discusses innovation and patterns of evolution. It notes that innovation is not just new things, but when new things are adopted and change narratives or history. Innovation happens through the processes of imagination to create new things, enabling technologies to support those new things, and selection mechanisms like markets, research and technology that determine what survives and thrives. Digital humanities can be part of the innovation process by helping develop a common technical narrative and understanding of technology to facilitate adoption. Ultimately, innovation is where technology and humanity meet through convergence and revelation.
The document discusses several topics related to 21st century teaching and learning, including:
- The need to prepare students for future jobs that don't yet exist using emerging technologies.
- Whether providing students access to online information can help fill knowledge gaps.
- Whether sequential curriculum will make sense if students are only with teachers for short periods.
- The importance of creativity and treating it with the same importance as literacy in education.
- How schools risk becoming irrelevant if they don't redefine themselves to prepare students for the future.
This presentation discusses new learning paradigms and technologies. It begins by noting that the future is unpredictable and students today may not realize how much their professional lives will change. It then discusses trends like the technological singularity, increasing connectivity through devices and the internet of things, and how information abundance has replaced scarcity. The presentation advocates preparing students for this unknown future by focusing on skills like social skills, creativity, and lifelong learning rather than only transmitting knowledge. It also promotes active, collaborative, and constructionist approaches to learning over passive absorption of knowledge.
1) The document discusses the digital generation and how technology is transforming life and work. It focuses on how younger generations are more comfortable with digital technologies and social networking.
2) It talks about Microsoft's Partners in Learning program which provides $10 million over 5 years to support innovative teaching with technology in Australian schools.
3) It argues that in the 21st century, learning needs to become more individualized and leverage technologies to provide personalized learning experiences for students.
The document outlines Sheryl Nussbaum-Beach's vision for connected educator month (CEM), which provides free professional learning opportunities for educators in October. It discusses various CEM activities and resources including starter kits, book clubs, digital badges, and tools to help educators connect globally and find collaborators. It also addresses how CEM supports districts through toolkits and helps educators integrate informal and formal professional learning throughout the year.
This document discusses the history of educational technology from slates to tablets. It traces how technologies like slates, then tablets, aimed to improve education by engaging students and enabling personalized learning. It also notes challenges like student distraction and a lack of evidence that technologies improve test scores. More recently, the focus has shifted to student-owned devices and collecting evidence on what works through programs like Apps for Good and the Rosendale Primary research project.
Learning and Education in the Networked SocietyEricsson Slides
This document discusses how learning and education are being transformed as society moves towards a networked world. Key points discussed include:
- Students and teachers empowered by technology are disrupting traditional classroom models through practices like lifelong learning, knowledge sharing, and peer-to-peer learning.
- The rise of connected devices, online content, and digital skills are breaking down barriers between formal education and informal learning.
- New skills like critical thinking and understanding multimedia will be important as students have access to unlimited online information.
- Schools, universities, teachers, and governments will need to adapt education models to compete in this new ecosystem and focus on personalized, flexible, and skills-based learning.
The document discusses the need for universities to reimagine campus spaces and learning environments for the 21st century. It notes that current university models were designed for 19th century needs and that today's students require more flexible, collaborative spaces that incorporate new technologies and support lifelong learning. The Saltire Centre at Glasgow Caledonian University is presented as an example of a new type of learning space for the future with its flexible design, technology integration, and focus on student needs.
Here are nine questions that the Infosys Foundation USA is dedicated to exploring and solving.
In October 2015 we convened the top thinkers in computer science education to discuss how to bridge the digital divide.
The document proposes a plan to transform the Reading Public Schools into schools that prepare students for the 21st century by developing their skills in research, global communication, and self-directed learning. The plan calls for providing all students and teachers with access to technology, developing a 21st century curriculum focused on student-driven projects with real world applications, and increasing community involvement through partnerships and mentorship programs. It requests funding to implement classroom computer pods, technology support, professional development, and programs to engage families and local businesses in students' education.
The document discusses the shift from traditional education models to e-learning models that better suit the digital age. It notes that students now live in a fast-paced, information-rich world compared to past generations. The document advocates for e-learning and digital tools to be fully integrated into classrooms to develop students' skills at gathering, processing, creating and sharing information online. It presents examples of how e-learning could be implemented and encourages teachers to take risks and innovate with new approaches.
Keynote presentation provided to a variety of audiences in early 2009, challenging educators to think more broadly about the massive impact of technology in the world and the way we need to be thinking about how we educate students for this future.
This document discusses a collaborative initiative to visualize the student experience of assessment through mapping tools. It introduces the context of embedding graduate attributes, feedback from the National Student Survey indicating ongoing assessment issues, and a focus on strategic positioning of feedback and assessment. The initiative aimed to develop a dynamic, light-touch, and scalable process for engaging academics in shifting existing quality assurance processes to represent assessment and feedback design. Course leaders were asked to complete a simple spreadsheet to generate an automatic report graphically displaying the assessment timeline and landscape. This allows staff to interact with and see the consequences of their assessment design decisions in real-time.
Turning the threat into an opportunity by embracing digital culture and liter...Kay yong Khoo
Disruption” describes a process whereby a smaller company with fewer resources is able to successfully challenge established incumbent businesses. How to embrace the digital innovation into solving the contemporary educational situations
The document discusses how today's students have grown up with technology and short attention spans, thinking work and school should be entertaining. It argues that the current educational system, based on Enlightenment philosophies, is mismatched for the Information Age where students must learn to sort and think critically about vast amounts of information to become lifelong learners. It suggests educational reforms should integrate tools like games, simulations and social networking that are already used in workplaces.
This presentation discusses educational innovation. It encompasses, digital literacy, future studies, globalization, innovation, blended learning, MOOCs, distance learning, flipped classroom, mash-ups, Bauman's disease. Educational innovation is including a drastically different student in drastically different times with an unknown future - education must prepare students for a global job market that will demand for highly developed critical analysis and lateral thinking skills. If you have any questions please feel free to contact me...
What does studying technology tell us about Higher Education?Martin Oliver
From email to word processors to web sites, technology has become an integral part of Higher Education. It has been a mainstay of government educational policy for decades, and has featured in HE policy since at least 1965. Yet strangely, studies of technology often remain detached from wider educational research. In this session, I will explore some of the reasons for this, outlining the kinds of work on learning and technology that are being undertaken. I will also introduce some less common perspectives and approaches, which show how technology can act as an important site for understanding wider educational concerns.
This document discusses the evolution of education ecosystems through mobile innovations. It begins by introducing concepts of natural and artificial selection in ecosystems. Examples are provided of how industries like aviation and mobile technology have evolved through adapting to changes. The education ecosystem is also evolving, with new models of universities emerging that leverage mobile technologies and adapt delivery. Partnerships are discussed between Stanford and universities in countries to explore mobile learning solutions for underserved groups. The value of these innovations is in creating a sustainable, value-centered education ecosystem that empowers all learners.
This document discusses innovation and patterns of evolution. It notes that innovation is not just new things, but when new things are adopted and change narratives or history. Innovation happens through the processes of imagination to create new things, enabling technologies to support those new things, and selection mechanisms like markets, research and technology that determine what survives and thrives. Digital humanities can be part of the innovation process by helping develop a common technical narrative and understanding of technology to facilitate adoption. Ultimately, innovation is where technology and humanity meet through convergence and revelation.
The document discusses several topics related to 21st century teaching and learning, including:
- The need to prepare students for future jobs that don't yet exist using emerging technologies.
- Whether providing students access to online information can help fill knowledge gaps.
- Whether sequential curriculum will make sense if students are only with teachers for short periods.
- The importance of creativity and treating it with the same importance as literacy in education.
- How schools risk becoming irrelevant if they don't redefine themselves to prepare students for the future.
This presentation discusses new learning paradigms and technologies. It begins by noting that the future is unpredictable and students today may not realize how much their professional lives will change. It then discusses trends like the technological singularity, increasing connectivity through devices and the internet of things, and how information abundance has replaced scarcity. The presentation advocates preparing students for this unknown future by focusing on skills like social skills, creativity, and lifelong learning rather than only transmitting knowledge. It also promotes active, collaborative, and constructionist approaches to learning over passive absorption of knowledge.
1) The document discusses the digital generation and how technology is transforming life and work. It focuses on how younger generations are more comfortable with digital technologies and social networking.
2) It talks about Microsoft's Partners in Learning program which provides $10 million over 5 years to support innovative teaching with technology in Australian schools.
3) It argues that in the 21st century, learning needs to become more individualized and leverage technologies to provide personalized learning experiences for students.
The document outlines Sheryl Nussbaum-Beach's vision for connected educator month (CEM), which provides free professional learning opportunities for educators in October. It discusses various CEM activities and resources including starter kits, book clubs, digital badges, and tools to help educators connect globally and find collaborators. It also addresses how CEM supports districts through toolkits and helps educators integrate informal and formal professional learning throughout the year.
This document discusses the history of educational technology from slates to tablets. It traces how technologies like slates, then tablets, aimed to improve education by engaging students and enabling personalized learning. It also notes challenges like student distraction and a lack of evidence that technologies improve test scores. More recently, the focus has shifted to student-owned devices and collecting evidence on what works through programs like Apps for Good and the Rosendale Primary research project.
Learning and Education in the Networked SocietyEricsson Slides
This document discusses how learning and education are being transformed as society moves towards a networked world. Key points discussed include:
- Students and teachers empowered by technology are disrupting traditional classroom models through practices like lifelong learning, knowledge sharing, and peer-to-peer learning.
- The rise of connected devices, online content, and digital skills are breaking down barriers between formal education and informal learning.
- New skills like critical thinking and understanding multimedia will be important as students have access to unlimited online information.
- Schools, universities, teachers, and governments will need to adapt education models to compete in this new ecosystem and focus on personalized, flexible, and skills-based learning.
The document discusses the need for universities to reimagine campus spaces and learning environments for the 21st century. It notes that current university models were designed for 19th century needs and that today's students require more flexible, collaborative spaces that incorporate new technologies and support lifelong learning. The Saltire Centre at Glasgow Caledonian University is presented as an example of a new type of learning space for the future with its flexible design, technology integration, and focus on student needs.
Here are nine questions that the Infosys Foundation USA is dedicated to exploring and solving.
In October 2015 we convened the top thinkers in computer science education to discuss how to bridge the digital divide.
The document proposes a plan to transform the Reading Public Schools into schools that prepare students for the 21st century by developing their skills in research, global communication, and self-directed learning. The plan calls for providing all students and teachers with access to technology, developing a 21st century curriculum focused on student-driven projects with real world applications, and increasing community involvement through partnerships and mentorship programs. It requests funding to implement classroom computer pods, technology support, professional development, and programs to engage families and local businesses in students' education.
The document discusses the shift from traditional education models to e-learning models that better suit the digital age. It notes that students now live in a fast-paced, information-rich world compared to past generations. The document advocates for e-learning and digital tools to be fully integrated into classrooms to develop students' skills at gathering, processing, creating and sharing information online. It presents examples of how e-learning could be implemented and encourages teachers to take risks and innovate with new approaches.
Keynote presentation provided to a variety of audiences in early 2009, challenging educators to think more broadly about the massive impact of technology in the world and the way we need to be thinking about how we educate students for this future.
This document discusses a collaborative initiative to visualize the student experience of assessment through mapping tools. It introduces the context of embedding graduate attributes, feedback from the National Student Survey indicating ongoing assessment issues, and a focus on strategic positioning of feedback and assessment. The initiative aimed to develop a dynamic, light-touch, and scalable process for engaging academics in shifting existing quality assurance processes to represent assessment and feedback design. Course leaders were asked to complete a simple spreadsheet to generate an automatic report graphically displaying the assessment timeline and landscape. This allows staff to interact with and see the consequences of their assessment design decisions in real-time.
Modelo de referencia virtual asincrónica para biblioteca escolar. Presentado en la Asamblea / Conferencia Anual de la Sociedad de Bibliotecarios de Puerto Rico 2009.
This document contains contact information for Abdul Manan Bhayo in drilling operations and awareness from May 9, 2016, including his employee number 01037310 and phone number 281-698-7526. It also lists Ruchir F Shah and identification code DF2A9A22-C7944B regarding a topic on learning to drill.
How do you live life by design? Being the most ideal way to live, instead of just following the life that others expect of you, let's put some thought on how to actualize this way of living to bring you closer to your dreams.
I was invited to speak about Product Management as a career to students at my alma mater BITS-Pilani, Goa Campus.
This is a short snappy introduction to Product Management aimed at students.
I gave the same talk as a webinar on WeBind (webind.in).
A recording of the talk can be found here:
https://www.youtube.com/watch?v=xIsLd2pGo-k
Workshop a Importância e Funcionamento do Conselho Municipal de Turismo São V...renatocaicara
O COMTUR tem por objetivo principal formular e implementar a Política Municipal de Turismo Responsável, visando criar condições para o aperfeiçoamento e o envolvimento, em base sustentáveis, da atividade turística no Município de forma a garantir o bem estar de seus habitantes e turistas e o resguardo do patrimônio natural, histórico e cultural.
Improving Writing and Critical Thinking Competence in Psychology: A Primer a...James Tobin, Ph.D.
This manual was composed to support psychology students' ability at the undergraduate and graduate levels to write more effectively in a variety of contexts within academic and applied settings. The primer is not meant to be a comprehensive writing guide, but focuses instead on the core components of scholarly writing, critical thinking, and the formulation and execution of original ideas. The relevance of these competencies for clinical psychology training is emphasized throughout the manual. Exercises are provided to help the instructor and/or student with practice experiences to support the refinement of the ideas and skills presented.
Este documento propone un proyecto para cultivar fresas en el Municipio de San Vicente con el objetivo de generar empleo para madres cabeza de hogar y reducir la pobreza. El proyecto implementaría el cultivo hidropónico de fresas para producir y comercializar este cultivo. Se espera que este proyecto mejore la calidad de vida de las madres desempleadas y reduzca problemas sociales en la región como resultado del desempleo.
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
Learning Futures: lessons from the Beyond Current Horizons Programmekerileef
The document discusses findings from the Beyond Current Horizons project in the UK, which aimed to develop long-term future scenarios for education through 2025. It outlines probable futures such as an aging population, increased human-machine collaboration, and greater access to information. Preferable futures emphasized quality learning experiences, tackling inequality, and preparing individuals. Key issues for education include developing curriculum around human-machine relations, lifelong learning, and ensuring fairness in a complex learning landscape.
Technology is often presented as either driving educational change or as a solution to problems in education. However, the document argues that a more nuanced view is needed. Drawing on various studies and theories, it suggests that how technology is adopted and used in practice reveals the priorities and values of educators. While technology may transform operational practices, the overall aims and roles of educators often persist. So technology use should be seen as a political issue, reflecting deeper choices about learners and institutions.
The document discusses 10 trends that will impact education for the future, including an aging population, the importance of social and intellectual capital, personalized education, the role of technology, and the need for schools to prepare students with 21st century skills. It also discusses how education is shifting from traditional models to new approaches that incorporate emerging technologies, collaboration, creativity, and student-centered learning. Schools will need to change and adapt their practices to meet the needs of students in this new digital world.
Critical Pedagogy, Civil Disobedience, and EdtechJesse Stommel
The majority of development in edtech is driven by the bureaucratic traditions of education more than the pedagogical ones.
If we object to the increasing standardization of education, how and where do we build sites of resistance? What strategies can we employ to guard ourselves and our students? What systems of privilege must we first dismantle?
Learning to live in interesting times – what are educational institutions for? Keri Facer (Manchester Metropolitan University) Facilitated by Helen Beetham
Jisc conference 2010
Convergence In Education-Education ERP SolutionChirantan Ghosh
This white paper discusses how technology is disrupting traditional education models through three main points:
1. Technology is blurring the boundaries between campus and online learning by allowing students and faculty to access education from anywhere.
2. It is shifting education from imparting knowledge to communities that enrich knowledge, with students becoming teachers by sharing what they learn online.
3. It enables the "re-industrialization" of administration by improving efficiency through shared resources and analytics to track student performance.
Today’s youth lead online lifestyles. They interact in online communities, build relationships, express themselves, stay informed, and find answers to life’s questions all online. Notebook PCs, smartphones, and wireless networks provide access to social networks anywhere, anytime. This generation, the iGeneration, is accustomed to on-demand, individualized service, and is becoming increasingly intolerant of traditional teaching methods where lectures and textbooks assume that “one size fits all” and that learning takes place through individual effort in a classroom. As teachers struggle to satisfy tech-savvy students, we also face pressure to serve increasing numbers of students with fewer resources. Some schools are finding success in dealing with these issues through innovative uses of technologies. Moving curricula online, adopting online pedagogies that emphasize exploration and collaboration, designing engaging activities such as “serious games,” and implementing online learning communities are key to connecting with the iGeneration. This presentation looks at current research in innovative online education technologies, along with the presenter’s own work in the area.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
The document discusses the shift to 21st century learning, including a move from linear to networked learning, an emphasis on community and collaboration over individual achievement, and the need for schools and teachers to adapt to these changes. It notes that skills like creativity, innovation, and pattern recognition will be increasingly important for the future workforce. Statistics are provided on the growth of information and how quickly knowledge becomes outdated, emphasizing the need for lifelong learning. Effective technology integration depends on pedagogical approaches rather than the technology alone.
The document discusses the need for schools to shift their focus from individual expression to community involvement and sharing knowledge in order to prepare students for the 21st century. It outlines trends like social and intellectual capital becoming more important and knowledge doubling every few years. Schools need to move from isolated teaching and learning to collaboration both within and outside the classroom using digital tools and networks.
keynote lecture at the Digital Day of Ideas, 17 May 2017, Dr Jen Ross, Centre for Research in Digital Education, University of Edinburgh.
One of the most significant tensions in the convergence of technology and education is how the promise/threat of ‘disruption’ comes up against theories, practices and structures of formal and informal education. Disruption in educational technology contexts has come to be aligned with neo-liberal discourses of efficiency, enhancement, personalisation, scale and automation; and we can be forgiven for cynicism about its critical and creative potential in education. This talk aims to reanimate the debate by reframing disruption in terms of inventiveness, provocation, uncertainty and the concept of ‘not-yetness’. Focusing on the recent AHRC-funded Artcasting project, and with other examples drawn from the work of the Centre for Research in Digital Education at the University of Edinburgh, it argues that inventive digital approaches can help us develop critical responses to assumptions about the role of the digital in contexts including higher education, museums and galleries.
http://www.digital.hss.ed.ac.uk/digital-day-of-ideas/digital-day-ideas-2017/
Notes and references from the talk are at http://jenrossity.net/blog/?p=13096
The document discusses the transition from traditional education models to more connected, personalized learning models leveraging technology and networks. It notes that by 2011, 80% of Fortune 500 companies will use immersive virtual worlds. It outlines shifts from formal to informal learning, mandated to collaborative teaching, and a focus on learning networks and passion-based learning over quick learning bites.
The pressure to engage with technology enhanced learningTim Goodchild
The document discusses the persistent pressure to engage with technology enhanced learning (TEL) in nurse education, despite a lack of clear evidence that TEL improves learning outcomes compared to traditional methods. While proponents claim technologies can enhance learning, the evidence supporting this is limited. The pressure to adopt TEL seems to stem from "fantasmatic logics" that paint a picture of future fullness through technology, rather than evidence. Studies show nurse educators and students still value traditional approaches, and there are concerns that a focus on technological solutions may not actually improve the learning process. The document calls for a more critical stance toward TEL claims and recognition that technology does not inherently transform teaching and learning.
The document discusses how technology and the digital world are changing how students learn today. It notes that students spend much of their time online and engaged with technology, more so than in the past. As a result, schools need to adapt how they teach to better align with how students now learn and live in a technology-driven world. The challenges for educators are to make learning more relevant, collaborative, and customized using new technologies.
A presentation to support regional schools exploring the Digital Technologies curriculum, ICT capability, deep learning pedagogies and the Leading Lights project
The document discusses how the world of learning is changing as the internet allows for easy, anytime, anywhere access to information and connections between individuals. It argues that schools need to shift to being more mobile, networked, personalized, and learner-driven to meet the needs of 21st century students. The author provides eight shifts that educators and schools should make, such as being open to learning from strangers online, helping students curate an online portfolio, and empowering students to follow their passions.
Similar to #futurehappens - Challenging educational paradigms and the changing role of the learning technologist (20)
Generating learning through the crowd: The role of social media practices in ...Peter Bryant
This document summarizes Peter Bryant's work using social media to support student learning at scale. It discusses challenges with traditional education being too structured versus how people naturally learn through social experiences. Social media allows for collaborative, participatory learning but raises issues around regulation and academic integrity. Bryant led a project crowdsourcing a constitution by bringing together over 1500 social media users who generated ideas, debated, voted, and collaboratively wrote an 8500-word constitution. Key challenges were building an inclusive online community and facilitating open-ended, non-linear learning at massive scale through social media. The project showed social media's potential for collective problem-solving and cultivating learning through discontinuous engagement from a diverse group of self-selecting community members
ALT presentation: Design thinking approach to strategic and pedagogical changePeter Bryant
This document discusses the need to change pedagogical approaches and reduce focus on teachers and technology in education. It argues that the focus should not be on learning, the student, or the teacher, but rather on thinking, inspiration, ideation, implementation, and collaboration. Design thinking principles of ambiguity, redesign, and tangibility can help facilitate more effective learning. Students should learn programming and be discouraged from excessive social media use so they can interact more ambitiously with the world. Academics need to help facilitate this by reducing their own social media use and helping students do the same.
ALT-C 2015 presentation - From the Middle OUTPeter Bryant
The document discusses tensions that arise when implementing new technologies in educational institutions. It notes tensions between supporting current systems versus innovating, between technologies and pedagogies, and between the present and future. The author argues that learners often adapt more quickly to new technologies than educational institutions can keep up. The role of the learning technologist is to help break down resistances and lead institutional change from the middle out by addressing these tensions. The author provides an example of a project they led that started small but grew to transform the curriculum by having hundreds of students produce videos for their international politics course.
Little arguments with myself: Modern pedagogy in a post-digital age (Disrupti...Peter Bryant
This document discusses disruptions to traditional models of learning in a post-digital world. It notes that institutions currently approach learning in sequential and structured ways, while modern learners are already accustomed to technology and see the online and real worlds as interconnected. The document advocates for a pedagogy focused on concepts like identity, making, play, discontinuity and authenticity to better suit today's digital learners.
Face to-face lectures are no longer appropriate in the digital age - a debatePeter Bryant
The document argues that face-to-face lectures are no longer appropriate in the digital age for three reasons: 1) The nature of knowledge and learning has changed, 2) Teaching practices have changed, and 3) The way knowledge and media are consumed has changed. It cites sources that claim lectures squander the power of crowdsourcing knowledge and that lectures are a persistent technology that has not adapted to changes in how learning occurs in the digital age.
It is my own messy chaos: New understandings of learning spaces and connectin...Peter Bryant
A keynote at the elearning 2.0 conference at Brunel University, Wednesday 23rd July 2014 by Peter Bryant, Head of Learning Technology and Innovation at the London School of Economics and Political Science, UK#
For the full blog post, please link to; http://peterbryant.smegradio.com/?p=432
The logical impossibility of Status Quo: Six disconnects that demand a digita...Peter Bryant
Paper presented at the Goldsmiths Teaching and Learning Conference, Friday 30th May 2014. The full paper can be found here...http://peterbryant.smegradio.com/?p=365
Know your product: Are MOOCs the pedagogical messiah or just a very naughyy boy?Peter Bryant
The document discusses some of the challenges and debates around massive open online courses (MOOCs). It questions whether MOOCs are a revolutionary innovation in education or just a repackaging of existing teaching methods. Some of the challenges mentioned include defining what a MOOC is, determining motivations for their creation, assessing their potential for disruption or innovation in higher education, issues of participation and inclusion, and whether comparisons between MOOCs and traditional teaching are "apples to apples." The document raises questions about evaluating MOOCs' pedagogical impact and what higher education may look like after their introduction.
Heroes and Villains - Social media (in)activity in Higher EducationPeter Bryant
Social media has the potential to transform higher education but its use remains limited. It poses challenges as people's behaviors and identities online are different, and institutions are still focused on control rather than learning benefits. However, social media can enhance learning through social interaction, collaboration, and knowledge sharing if implemented properly. The document advocates for a pedagogical approach that leverages social media's interactive and engaging qualities by focusing on questions, community, and connectivity to drive learning rather than limiting its use. Action is needed to resolve tensions and integrate social media for learning enhancement.
The document outlines the agenda and sessions for an away day event for the eLearning Team at the University of Greenwich. The day includes sessions on introducing Greenwich Connect, a university initiative to enhance learning through connectivity and networks. It involves breakout sessions for participants to debate and evaluate issues and opportunities around key themes. The document provides examples of current projects underway as part of Greenwich Connect's first year, including reconfiguring learning spaces and enhancing the virtual learning environment. An organizational chart is presented, outlining the governance structure and roles of units involved in supporting Greenwich Connect.
Start an information riot! Student led collaborative knowledge construction i...Peter Bryant
The response of higher education programmes to the transformative and creative spaces promulgated by web 2.0 and social media has been both inconsistent and intermittent, ignoring and embracing the potential for collaboration, knowledge construction and bricolage (Franklin & Harmelen 2007; Grosseck 2009). Outside the constraints of a Virtual Learning Environment and the University firewall, web 2.0 can support a deconstruction of the role of the teacher, a significant re-evaluation of the way knowledge is constructed and shared and a dramatic re-thinking of the inter-connections between learners, the crowd and their wider, separate networks in which learning can also occur (Downes 2009; O'Reilly 2003; Siemens 2005).
This case study will look at the use web 2.0 and social media in the design and delivery of the BA Professional Practice programme at Middlesex University. The programme utilised a set of enhanced literacies centred on a do-it-yourself inquiry philosophy, the application, sharing and reflection upon social experiences and the construction of professional identity, ‘for’ the practice of work, ‘at’ the practice of work and ‘through’ the practice of work (Garnett & Workman 2009; Hanley 2011; Kamenetz 2010).
This document provides an overview of developing a research design. It discusses defining a research topic and evaluating whether it is worthwhile. It also covers developing research approaches, including secondary and primary research. Quantitative and qualitative research methods are introduced. Different types of research like exploratory, descriptive, and causal research are explained. The document stresses the importance of validity and reliability in research and discusses using sampling to represent a population.
This is a set of slides looking what constitutes a professional artist...there is much conjecture about artists and their identifies. This prsentation hopes to present some of the debate
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
#futurehappens - Challenging educational paradigms and the changing role of the learning technologist
1. Peter Bryant
London School of Economics
@peterbryantHE
http//www.peterbryant.org
Challenging educational paradigms:
The changing role of the learning technologist
#futurehappens
3. One one hand…
‘Six years ago, for the first
time, the number of “things”
connected to the internet
surpassed the number of
people … Experts estimate
that, as of this year, there will
be 25 billion connected
devices, and by 2020, 50
billion’.
US Federal Trade Commission Report 2016
4. Mobile ownership in
Africa is on the
increase, including
smartphone
ownership (but not
as fast)
On the other…
7. Data poverty
“Information is also a vital form
of aid in itself. People need
information as much as water,
food, medicine or shelter.
Information can save lives,
livelihoods and resources. It
may be the only form of
disaster preparedness that the
most vulnerable can afford.
And yet it is very much
neglected.”
Red Cross 2005
https://www.flickr.com/photos/whiteafrican/3329178301
8. ‘Now that we're in that future, of
course, plastics are no big deal.
Is digital destined for the same
banality? Certainly. Its literal
form, the technology, is already
beginning to be taken for
granted, and its connotation will
become tomorrow's commercial
and cultural compost for new
ideas. Like air and drinking
water, being digital will be
noticed only by its absence, not
its presence.’ (Negroponte,
1998)
9. What kinds of experiences do learning
technologies provide?
11. ‘Thirty years from now the big university campuses
will be relics. Universities won't survive. It's as large a
change as when we first got the printed book. Do you
realize that the cost of higher education has risen as
fast as the cost of health care…such totally
uncontrollable expenditures, without any visible
improvement in either the content or the quality of
education, means that the system is rapidly becoming
untenable. Higher education is in deep crisis.’
Peter Drucker -1997
15. The Museum of Broken Relationships
Unlike ‘destructive’ self-help instructions for
recovery from failed loves, the Museum
offers a chance to overcome an emotional
collapse through creation.
“No museum has ever made me feel more
connected to everyone else in the world
before.”
16. that achieves the objectives
AND
builds on the art principles of line,
space, colour, texture and unity
Malcolm Knowles 1980
22. The use of technology is the exclusive
privilege of the technically adept, the young
or the innovator
Technology is a ‘nice to have’,
not an essential, integrated part
of the action
Learning has been and always will
be the same and new technology
simply enhances and builds on the
successes of the past
The blurry myths of technological change
We need to focus on ‘the basics’
Innovators are ’out there’ on the fringe
23. The ‘harsh’ reality
The agility of society and learners to adapt and innovate
their learning with and through technology often far
outstrips the ability of the educational institution to keep
up
Existing
practice and
innovation are
pitted against
each other as
a contest to
the death
Investment is rarely commensurate with
outcome and impact
Learning, teaching and role of the learning
technologist have changed
26. WHERE DOES THIS LEAVE
THE
LEARNING TECHNOLOGIST?
EDUCATIONAL DEVELOPER?
TEACHER? HoD? BELIEVER?
27. Rule 1: We are teaching and
learning focused and
institutionally committed
Rule 2: What we talk about is
institutionally/nationally
agnostic but is all about
making the institution better
Rule 3: We are in the room
with the decision makers.
What we decide is critical to
the future of our institutions.
We are the institution
Rule 4: Despite the chatter, all
the tech ‘works’ - the digital is
here, we are digital institutions.
Digital is not the innovation.
Rule 5: We are here to build not
smash or protect or defend
28. “…an education that is understood in complexity
terms cannot be conceived in terms of preparation
for the future. Rather, it must be construed in terms
of participation in the creation of possible futures”
Davis and Sumara (2009)
30. The LSE
experience
• Tensions between systems
support and innovation
agenda
• Delivering on our previous
promise of ‘solutions in a box’
• Tensions around who owns
‘pedagogy’, ‘technology’ and
‘learning’
• Get the current stuff or the
basics right before you start
‘playing’ (Boys/Girls with toys
problem)
• Shifting the pioneers to the
business as usual
31.
32. Scaled projects that
have institutional impact
(SCALE)
Connected approaches
that cross function,
discipline and faculty
(CONNECTION)
Stimulating change
through high profile,
highly visible
interventions
(STIMULUS)
Projects that make an
impact with learners,
teachers and the
institution
(IMPACT)
33. - And what do they do in the middle out?
Thanks to Audrey Watters who found this image from 1973
She?
34. LEARNING SPACES
Experiment
Change the conversation
Change the process
Collaborate
Bring the word in
Fail and Succeed
RENEWAL
INNOVATION
ASPIRATION
TRANSFORMATION
37. I believe everything we
dream
can come to pass
through our union
we can turn the world
around
we can turn the earth's
revolution
we have the power
People have the power
...
Patti Smith, People have the Power 1985
The transformational potential of learning technologists in a post digital age
The worlds of educational development and learning technology are merging
MOOCs were a warning shot where our activity was dictated to us
This is not a discussion about potential, this is a statement that the future happens, and the future as we describe has already happened
Learning, teaching and assessment are contested fields, where the people saying things have changed are the ones are seen as the barbarians at the gate, where as the people defending existing practice dictate the terms of the debate, creating and supporting systems that replicate and reinforce existing practices
What I want to argue today is that we cannot allow the future to be dictated to us by forces not operating in the bests interests of students, teachers, society and ultimately our institutions, and that the learning technologist, the educational development, the digital education practitioner, the teacher and the learner need to be in the room, advocating and arguing for change.
(I will use the term learning technologist to cover a wide variety of practice)
Let’s take a step back
We always talk about technology as potential, the fractured debates around natives, the transormative/disruptive nature of technology, the social media generation, netizens, clickivism
This is not a function of technology, or of access to technology. So, what is important for the learning technologist?
Found is at the heart of my artistic practice. The notion of found is fundamental to the work, as something that is lost can eventually be found. Found sounds, footage, fragments of words reconstructed, often without context or description, perhaps with just a vague sense of where. Bricolage and discovery are very powerful learning tools. The sheer scope and scale of many social media communities can create a shattered web of fleeting connections or weak ties between users (Mackey and Evans, 2011, Manago, 2015, Siemens, 2005). Users pass by each other in disconnected and transient ways, connecting with some by the way of a single photo or a comment. Rarely do users go back to those interactions to form lasting bonds. However, Siemens (2005) argues that these ties can create small hubs of innovation and creation, as users are exposed to networks wider than their own.
Found is about discovery
Identity is critical to modern teaching and learning
Challenging notions of identity and realness are at the core of my own work
Identity as fluid can be discontinuous, out of sync and
Challenging stereotypes (students facebooking)
Constructing positive approaches to digital identity (not stranger danger) (change slide)
Criticality and engagement
Make connections that are authentic and real, outside and inside
(Issue with LSE, first years friends, last year nodding)
Digital stranger – These connections don’t have to be deep to be lasting, they can be about a construction of identity, harnessing the complexity of engagement in a digital world
Making is fundamental to how I live my life
Making is a philosophical approach to holidays, to eating, to engaging, to working
DIY philosophy of zine making (PhD work)
Digital tactility, physicality to making digitally (move to next slide)
Pedagogy positions making as a form of practice and separate theory from practice
Lectures and exams are great examples of that
These are the functional tensions that learning technology teams are dealing with. These shape the relationships we have with academics, the institution, professional services and to some extent students
These tensions manifest themselves in these often unspoken myths of learning technology. So, we often work with the people who want to work with us, provide systems that replicate existing practices or even worse have little or no benefit to the student experience.
But the harsh reality is that things have changed, there are both tacit and explicit conflicts and tensions that impact on our role
Learning has changed (
21st century skills, apps to solve problems (and problems found by apps), media consumption…knowledge acquisition, knowledge transfer, knowledge verification and authenticity
Teaching has changed
Peer led and student co-creation, expanding outside the networks and boundaries of the class, EDx use at MIT, ending of broadcast mode, enhanced role for gaming, DIY coding, social media use
Learning Technology has changed
Skills of integration, cloud, UX leading to working with staff to adapt, change, innovate and transform their teaching and learning.
The VLE of 2015 needs to be able to do that, some of the Moodle competitors have moved towards ‘some’ of these
The aim of the document is to frame the discussions and debates we need to have at our institutions in order put innovation and the digital at the heart of the institutional approach to learning and teaching. There is a case to be made that institutionally, we have failed. ‘Traditional’ custom and practice is legitimised in the digital, whilst practice based innovation can be banished to the fringe or the grassroots. Techno-solutionism is equally legitimised, where ‘solutions in a box’ and services drive our activity; an activity that often replicates existing practice rather than transforming it. This widens the gap between ‘academic’ practice and the changing nature of learning in a digital era, masked by the procurement of new, and by implication, ‘innovative’ technologies
At a strategic level, these tensions shape the way we in which implement change
Top down or bottom up
Bottom up
We can leverage the bottom up enthusiasm of our champions, who have been piloting and practicing for decades. Their momentum and enthusiasm will eventually infect the rest of the faculty. We can take their interventions and scale them to larger cohorts and bigger projects.
But the problem with bottom up is that institutions are a bit like a cow, impossible to tip over (yes, that myth has been dispelled). The pace of change and the fear that a lack of tenure creates means that an intransigent block begins somewhere above the grassroots and steadfastly refuses to engage. Time. Resources. Policy. Custom and Practice. We all know the reasons, and they are legitimate (in part). They simply do not create a fertile environment for change.
Top down
We can expect strong leadership from the top down. They wrote the strategy. They want the university to go in singular direction, to position itself against the competition and deliver on the KPIs. People will listen to them because all we ask for is direction from our leaders.
But the problem with top down is that management and leadership across higher education has become diffused, disaggregated and siloed. An inspired direction from the VC becomes a call to do more with less from the DVC and a set of rolled eyes from the Dean. We have all heard it before. Another strategic plan, another restructure, what are we this time; faculties or Schools? Departments or Divisions? Keeping your head below the parapet, doing your job to the best of your ability without changing too much is the only way to survive. Once again, this is not a fertile environment for change. And in both cases, technology becomes the cause célèbre for resistors and the politically savvy. And from that arises so many myths and misconceptions about technology that have blighted our sector for decades.
We argue that the role of learning technologists as agents and leaders of change at a strategic level is often compromised by tensions and actions arising from implicit internal practices or explicit external relationships. In both cases we found that as teams who led learning technology initiatives we continually found ourselves in untenable positions, arguing for the ongoing support and efficacy of institutional systems that may run counter to engaging the institution in more innovative pedagogical approaches. At the same time, functional tensions arose over who owned ‘pedagogy’, ‘technology’ and ‘learning’ institutionally, and whether there was a role for collaborative stakeholder experimentation and evaluation as opposed to reactive project and systems support.
Scaled projects that have institutional impact
Connected approaches the cross function, discipline and faculty
Activity that is part of a strategic vision
The learning technologist and the educational developer working together as advocates of change
Alignment of policy to practice
This would be a role where the learning technologist argues, lobbies, supports and resources change and where they work to break down functional barriers and siloes between academic and professional services, in order to seek change through the development and celebration of a collective identity. A role which shapes and integrates a shared orientation and argues for the need to challenge the status quo and to address change through practical action (James and van Seters, 2014) and where they flip the support of practice at a local level to one where they advocate and lead change at an institutional level.