The Impact of Smart Phone Technology on Adult Learning
iTEE presentation 2013
1. International Workshop on Technology
Empowered Learning (TEL 2013)
Using Google Apps
to enhance the
curriculum -
benefits and threats
Simon Walker
Head of Educational Development
University of Greenwich, London , UK
2. You may know the University better
than you think - World Heritage
site, birthplace of King Henry
8th, university and popular filmset
Patriot Games (1992)
The Madness Of King George (1994)
Four Weddings And A Funeral (1994)
The Mummy Returns (2001)
Shanghai Knights (2003)
What a Girl Wants (2003
Stage Beauty (2004)
Garfield: A Tail of Two Kitties (2006)
The Golden Compass (2007)
National Treasure 2: Book of Secrets
(2007)
Sherlock Holmes (2009)
The Wolfman (2010)
The King's Speech (2010)
Pirates of the Caribbean: on stranger
tides (2011)
Les Miserables ( 2013)
5. Questions to frame this session
1. How relevant is Google to a university?
2. In what ways can Google benefit a higher education
experience?
1. What are the issues for universities and their staff and
students in adopting Google?
6. How relevant is Google to a university?
Some commentators consider higher education will be quite different
from the way it is today whilst others suggest that inertia is powerful and
institutions may not look so different in the future….Learners bring with
them devices, skills, practice and knowledge that can support their
development through the university experience. They leave the
university with those skills enhanced, developed, challenged,
repurposed and ready for sharing. It is interesting therefore that whilst
there is discussion about the crisis created by the way technology is
impacting upon education, the question, ‘what does a modern university
look like in a digital age?’ is one that has only been embraced and
debated by institutions themselves in a limited way.
Bryant, P, Walker, S (2013) The Modern University in the Digital Age
http://arv13crisisforum.wordpress.com/2013/01/13/the-modern-university-in-the-digital-age/
7. A shifting curriculum?
Graduate attributes defined in 2000 by Bowden as:
“the qualities, skills and understandings a university
community agrees its students should develop during their
time with the institution. These attributes include but go
beyond the disciplinary expertise or technical knowledge
that has traditionally formed the core of most university
courses. They are qualities that also prepare graduates as
agents of social good in an unknown future”
Bowden, J., Hart, G., King, B., Trigwell, K. & Watts, O. (2000). Generic Capabilities of ATN University
Graduates. Canberra: Australian Government Department of Education, Training and Youth Affairs.
Available at http:/www.clt.uts.edu.au/ATN.grad.cap.project.index.html
8. In what ways can Google benefit
a higher education experience?
http://www.olds.ac.uk/home
Google Sites /
Google groups
Open education
A VLE
alternative?
9. In what ways can Google benefit
a higher education experience?
Google Drive
Research
and Project
Collaboration
10. In what ways can Google benefit
a higher education experience?
Student
presentation/
collaboration &
research (from
source)
11. In what ways can Google benefit
a higher education experience?
Google +
Social
networking
12. In what ways can Google benefit
a higher education experience?
Google
hangouts
Enhancing
collaboration
and
communication
13. In what ways can Google benefit
a higher education experience?
Course 1
Course 2
Course 3
0 2 4 6 8 10 12
Week
Based on the ESCAPE project (JISC 2008-2010 – University of Hertfordshire)
14. What we were looking for…
• A dynamic way of engaging with fellow academics to
shift existing quality assurance textual processes for
representing the design of assessment and feedback;
• A process that was light touch, and simple to
use, scalable and customisable
• Required no specialist knowledge
• Non-discipline specific
• Owned by the whole programme team
• Sustainable and linked into technical ecosystem
Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
15. The Mapping process
• A process for visualising the design of assessment and feedback via
a Google tool;
• Uses Google Docs, Motion Charts and Google sites;
• This process culminated in an automatic report that graphically
displays assessment diet, landscape and importantly an experiential
timeline;
• Staff are then able to interact with the assessment parts of their
programmes and see graphically, in real-time, the consequences of
their design decisions.
Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
16. Simple input form
1
2
Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
17. The Mapping process
Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
18. Using a map
Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
19. How to find the resources
Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
20. How to find the resources
Adapted from ALT-C presentation 2012. Mark Kerrigan & Simon Walker
21. Interest & use
http://www.mapmyprogramme.com
Activity in the UK
A very active team in Australia
http://www.mapmyprogramme.com
22. What are the issues for universities and their staff and
students in adopting Google?
If You're Not Paying for It;
You're the Product – the rise
of big data and analytics
As western/European pedagogy,
or rather the corporatised,
globalised versions of it, now
deploys powerful and universal
digital technologies in the
interests of profit-driven
business models, should we look
at empowering more local and
culturally appropriate forms of
understanding, knowing,
learning and enquiring?
http://arv13crisisforum.wordpress.com/
http://www.greenbookblog.org/wp-content/uploads/2012/03/big-data.jpg
23. s.walker@gre.ac.uk
Sialker
Simon Walker
Simonwalker
hugh snook
Naa goodee, ee-may-nah, eh-sheh-wuh, Hvala,谢谢,
Asanti, Dík, Tack, Danke, Merci, Tak, Kiitoksia, köszönet,
Grazie, Dank, Takk, Dzięki, Obrigado, ……
Thank you for listening and participating.
Editor's Notes
It strikes me that in HE a pendulum swings between an education as a good for its own sake and education to service the needs of the economy. The swing at least in the UK and has been towards the latter. Governments who have been investing tax dollars in HE want to see a return. The ‘Graduate Attributes’ approach has been a model that some universities have adopted for transforming curriculum and instruction design, estates, technical infrastructure, etc to provide more effective learning experiences for students, and esp for preparing them for the world of work in a global environment. It has also provided institutions with the means to to brand themselves in some small ways, where they can identify particular strengths and aspirations and align strategies to help them get there. Universities' claims of certain generic qualities on behalf of their graduates are not new. Indeed Yale has an interesting 1828 statement, University of Sydney's first statement of generic attributes of graduates dates back to 1862 and many universities statements of generic attributes undoubtedly have their roots in their values and mission.Writing in 2000, Bowden, et al considers 'Generic Graduate Attributes’ to be; The qualities, skills and understandings a university community agrees its students should develop during their time with the institution. These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents of social good in an unknown future. (Bowden et al., 2000) So we are trying to make ourselves as relevant as we can through a number of ways.
It strikes me that in HE a pendulum swings between an education as a good for its own sake and education to service the needs of the economy. The swing at least in the UK and has been towards the latter. Governments who have been investing tax dollars in HE want to see a return. The ‘Graduate Attributes’ approach has been a model that some universities have adopted for transforming curriculum and instruction design, estates, technical infrastructure, etc to provide more effective learning experiences for students, and esp for preparing them for the world of work in a global environment. It has also provided institutions with the means to to brand themselves in some small ways, where they can identify particular strengths and aspirations and align strategies to help them get there. Universities' claims of certain generic qualities on behalf of their graduates are not new. Indeed Yale has an interesting 1828 statement, University of Sydney's first statement of generic attributes of graduates dates back to 1862 and many universities statements of generic attributes undoubtedly have their roots in their values and mission.Writing in 2000, Bowden, et al considers 'Generic Graduate Attributes’ to be; The qualities, skills and understandings a university community agrees its students should develop during their time with the institution. These attributes include but go beyond the disciplinary expertise or technical knowledge that has traditionally formed the core of most university courses. They are qualities that also prepare graduates as agents of social good in an unknown future. (Bowden et al., 2000) So we are trying to make ourselves as relevant as we can through a number of ways.