My keynote presentation to the AADES conference in Melbourne 2013.
Abstract: What does learning look like in a world that is increasingly networked? How can we harness the ever-increasing range of online technologies to support effective learning? What are the implications for teachers, for students, and for the wider community? And what are the implications for distance education providers as the boundaries blur between them and traditional face-to-face providers?
In this keynote address Derek will explore current trends in education and how these are re-shaping how we think about schooling, teaching and the role of learners. He will provide insights into how we need to respond these questions in order to meet the challenges of learning in a networked world.
Bells, Whistles and Digital Tools for the 21st Century CatechistCaroline Cerveny
So you know you should be using Digital tools in your ministry! Yet, we find so many excuses to stay in our comfortable world. What steps do I take as a catechist to get on board with what the Pope has referred to as the Digital Continent? In this ever evolving collaborative and digital communications world, how do I stay abreast with what is happening all around me? With a limited budget, how do I stretch it to include technology? Where do I start? How do I share my success stories? Is Digital Discipleship and Digital Citizenship important today?
Understanding and supporting students' digital literaciesMartin Oliver
This session will introduce the work being undertaken by a JISC- funded study based at the Institute, which is exploring what digital literacies our students are using or need to develop. This work has followed a phased approach, starting with general data from the iGraduate survey, using this to inform a series of focus groups (with PGCE, Masters, Doctoral and Online MRes students), and to lay the groundwork for a longitudinal study with a dozen students. The findings to date have identified practical challenges facing students' use of technology in their studies, pointed to conceptual issues such as their developing sense of professional and scholarly identity, and allowed us to map the spaces and places that students use or create as they pursue their studies. The presentation will identify early implications and provide an overview of the remainder of the project's work. Participants will be invited to relate the project's work to their students' activities and inform the implementation phase that will conclude the project.
My keynote presentation to the AADES conference in Melbourne 2013.
Abstract: What does learning look like in a world that is increasingly networked? How can we harness the ever-increasing range of online technologies to support effective learning? What are the implications for teachers, for students, and for the wider community? And what are the implications for distance education providers as the boundaries blur between them and traditional face-to-face providers?
In this keynote address Derek will explore current trends in education and how these are re-shaping how we think about schooling, teaching and the role of learners. He will provide insights into how we need to respond these questions in order to meet the challenges of learning in a networked world.
Bells, Whistles and Digital Tools for the 21st Century CatechistCaroline Cerveny
So you know you should be using Digital tools in your ministry! Yet, we find so many excuses to stay in our comfortable world. What steps do I take as a catechist to get on board with what the Pope has referred to as the Digital Continent? In this ever evolving collaborative and digital communications world, how do I stay abreast with what is happening all around me? With a limited budget, how do I stretch it to include technology? Where do I start? How do I share my success stories? Is Digital Discipleship and Digital Citizenship important today?
Understanding and supporting students' digital literaciesMartin Oliver
This session will introduce the work being undertaken by a JISC- funded study based at the Institute, which is exploring what digital literacies our students are using or need to develop. This work has followed a phased approach, starting with general data from the iGraduate survey, using this to inform a series of focus groups (with PGCE, Masters, Doctoral and Online MRes students), and to lay the groundwork for a longitudinal study with a dozen students. The findings to date have identified practical challenges facing students' use of technology in their studies, pointed to conceptual issues such as their developing sense of professional and scholarly identity, and allowed us to map the spaces and places that students use or create as they pursue their studies. The presentation will identify early implications and provide an overview of the remainder of the project's work. Participants will be invited to relate the project's work to their students' activities and inform the implementation phase that will conclude the project.
Establishing personal learning environments on tablet computers:Brian Whalley
Establishing personal learning environments on tablet computers: enhancing the student experience through HE/FE and beyond and exploring the implications
Workshop Paper given at 2012 Northwest Academic Libraries Conference
'Beyond the library: student transition and success'
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
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.
slides from the presentation on Feb.28, 2007 for the Malaysian Higher Education conference in Langkawi. See blog entry at www.autodesk.com/waynehodgins for more details
Breaking the Mould - or how technology changes the way we learnHugh Davis
My Inaugural Lecture - Nov 2104.
The livestream is also available at
http://new.livestream.com/UniversityofSouthampton/ILIaD/videos/66978562
And it was storied by Natasha Webb at http://storify.com/natashawebb/hugh-davis-iliad
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
Establishing personal learning environments on tablet computers:Brian Whalley
Establishing personal learning environments on tablet computers: enhancing the student experience through HE/FE and beyond and exploring the implications
Workshop Paper given at 2012 Northwest Academic Libraries Conference
'Beyond the library: student transition and success'
CORE publishes its ten trends annually to highlight issues and themes that will impact on the work of educators in early childhood, schools and tertiary institutions in the NZ context.
CORE's ten trends presentation from the Learning at School conference in Rotorua, February 2009. CORE's annual ten trends summary represents a view of some key areas of interest for NZ educators with regards to the impact of ICTs on teaching and learning.
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.
slides from the presentation on Feb.28, 2007 for the Malaysian Higher Education conference in Langkawi. See blog entry at www.autodesk.com/waynehodgins for more details
Breaking the Mould - or how technology changes the way we learnHugh Davis
My Inaugural Lecture - Nov 2104.
The livestream is also available at
http://new.livestream.com/UniversityofSouthampton/ILIaD/videos/66978562
And it was storied by Natasha Webb at http://storify.com/natashawebb/hugh-davis-iliad
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
Presentation to the NZ School Trustees Association annual conference, Dunedin, 12 July 2019. Exploring the drivers of change and the responses required of educators and the schooling system to ensure our learners are 'future ready' as they leave school.
Presentation at Campus Party 3rd September 2013 on Digital Curiosity as part of Education 2.0 strand. Based on Open Context Model of Learning, learner-generated contexts, heutagogy and building architectures of participation
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
Keynote: 24.01.2023
The promise of technology
Presbyterian Mackenzie University, Brazil.
See the youtube link for the green screen promotion to the session here:
Link to video clip (skip adverts)
https://youtu.be/gEeoTTGpo3s
Presbyterian Mackenzie University in Brazil. It has existed for 70 years and has approximately 30,000 students in 48 undergraduate and 14 graduate courses. The team there have been implementing a framework for competencies that higher education students must develop to achieve Transformative Learning. They hold a training event aimed at approximately a thousand professors who work there known as Transformative Learning Forums. I have been invited to speak at their Forum about innovation and the use of technology in higher education.
To publicise the event, speakers are invited to submit a two-three minute video about their talk, and created a short Green Screen film, hosted it on our Faculty YouTube site, for ease of download at the other end. The feedback has been overwhelmingly positive, the host institution were very pleased with the final version.
Debbie Holley is the Professor of Learning Innovation in the Department of Nursing Sciences, Bournemouth University. You can find out more about her work by following her on twitter @debbieholley1
Mackenzie University
My Final Presentation about Ed Tech 1 and 2. Jermaine Dabon
My over-all collections about what we have in our subject which is Educational Tech 1 and 2. BSEd- III HET from Cebu Technological University Moalboal, Cebu Moalboal Campus.
Keynote Address, 4 July 2013, South African Association for Science and Technology Education (SAASTE). Rethinking learning: Learning technologies in a networked society.
What does the future of design for online learning look like? Emerging techno...George Veletsianos
These are the slides of an invited talk I gave at ICEM 2012. The session was described as follows: What will we observe if we take a long pause and examine the practice of online education today? What do emerging technologies, openness, Massive Open Online Courses, and digital scholarship tell us about the future that we are creating for learners, faculty members, and learning institutions? And what does entrepreneurial activity worldwide surrounding online education mean for the future of education and design? In this talk, I will discuss a number of emerging practices relating to online learning and online participation in a rapidly changing world and explain their implications for design practice. Emerging practices (e.g., open courses, researchers who blog, students who use social media to self-organize) can shape our teaching/learning practice and teaching/learning practice can shape these innovations. By examining, critiquing, and understanding these practices we will be able to understand potential futures for online learning and be better informed on how we can design effective and engaging online learning experiences. This talk will draw from my experiences and research on online learning, openness, and digital scholarship, and will present recent evidence detailing how researchers, learners, educators are creating, sharing, and negotiating knowledge and education online.
Overview of Woekpor Digital Literacy InitiativeGameli
Woekpor (meaning try it and see in the Ewe language) is an initiative of the Global Shapers Ho Hub. The project seeks to inculcate digital literacy and problem-solving skills in basic school students and teachers. The presentation gives an overview of what the project is about.
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Learning technologies in South Africa
1. Fundamentalism, Legacy, Implosion,
Explosion, Fact and Fiction:
Perspectives on Learning
Technologies for the South African
landscape
Duan van der Westhuizen
University of Johannesburg
12 September 2012
2. The creation of the Technopoly
The god Theus was the inventor of many things, including writing
He boasted to Thamus, king of Egypt, about improving the
wisdom of the nation when he invented writing
Said Thamus: “What you have discovered is a receipt for recollection,
not for memory. And as for wisdom, your pupils will have the
reputation for it without the reality: they will receive a quantity of
information without proper instruction, and in consequence be
thought very knowledgeable when they are for the most part quite
ignorant. And because they are filled with the conceit of wisdom
instead of real wisdom they will be a burden to Society”
3. Web 3.0? Web 4.0?
2004 - Web 2.0/FOSS
2003 Mobile learning
1989 - The Internet
1982 - Computer Multimedia
19xx VCR/ Laser
Discs/Television
1960 - Teaching machines
1930 - Radio
1922 - Film
1450 - Printing press
BC - Writing
4. Education surrenders to the Technopoly
• 1975: Seymour Paper - Logo – Microworlds
• “Technology …. going to displace school and
the way we understand school”
• 1985: Apple Classroom of tomorrow
• No empirical evidence > greater achievement
• Higher Education: Online education became
“educationally seductive”
• Learning Management Systems
• Digital Diploma Mills (Noble, 1998)
• Commodification of knowledge (Amory)
6. So much going on … locally
But currently in our schools?
Teachers? Learners?
E-Education policy: 2013 looms: “by 2013 every learner
and teacher will be ICT capable”
7. What’s else is hot?
• MOOC (e.g. mobiMOOC)
• Webinars
• Tablets & mobile learning
• The ‘flipped classroom’
• Digital storytelling
• Publishers and LMS vendors collaboration
• Making e-Books
• Cloud computing
• Crowdsourcing
• Badge-based learning
• Megatrends: http://goo.gl/dqHaB
10. Learning Technologies: Curation
Digital curation is the selection,
reservation, maintenance, collection
and archiving of digital assets, generally
referred to the process of establishing
and developing long term repositories
of digital assets for current and future
reference by researchers, scientists,
historians, and scholars.
Wikipedia
14. Welcome to the new Internet
http://www.project10x.com/
Welcome To The New Internet: Simple Design, Short Names, No Ads
Svbtle, a Stripped-Down Blogging Platform
Branch, a Free-Floating Comment/Discussion System
App.net, An Infrastructure-Level Version of Twitter
16. What does RESEARCH say?
The positive impact of ICT use in education has not been proven
In general, and despite thousands of impact studies, the impact
of ICT use on student achievement remains difficult to measure
and open to much reasonable debate.
“There is neither a strong and well-developed theoretical case
nor much empirical evidence supporting the expected benefits of
ICT …”
Contrasting evidence: BECTA (2002) and Machin et al(2006)
found positive effects, while Fuchs & Woessman (2004), Leuven
et al (2004) and others found no real positive effect
17. Lack of large-scale meta-analyses
• Most prior meta-analyses were conducted on
Distance Education
• Kulik & Kulik pre-1980
• Most recently by US DoE: Evaluation of
Evidence-Based Practices in Online Learning:
A Meta-Analysis and Review of Online Learning Studies
• Project RED: THE TECHNOLOGY FACTOR
18. Insufficient local research
• Van der Westhuizen (2002), there is little research
addressing and locating specifically local concerns
• Annotated Bibliography on e-Learning and Application of
Educational Technology in African Countries, or in
Contexts Relevant to Africa (Carnegie)
• Deficits in Academic Staff Capacity at African Universities
(Partnership for Higher Education in Africa, 2010)
• Growth in student numbers not met by growth in staff
• Lack of female staff
• Low numbers of PhD and M students
• Staff qualifications
• SA: CHE Report on Higher Education Landscape
21. Why did technology not live up to its
promise?
• Perpetuation of fundamentalist views on:
– Knowledge
– Teaching
“The Assessment that is missing is the understanding of the
– primary thing
•possibility. Most people cannotlike and what it this new kind of
learning look envision what put books on
Most e-software willis an attempt to means.”
educational
a computer: duplication or virtualisation of
(Schank)
the classroom
“The leadership decisions you'll make in the exercise may
•differ somewhat from your real- life circumstances, but most
Lack of authenticity
of the principles and ideas can easily be transferred and
Lack of activity (learning by telling)
•applied to your job.” (Schank)
22. The Fundamentalist Teacher
• Is an experienced teacher
• Protects the status quo
• “It works, it always has worked (for me – look, I’m
OK)”
• Student performance is a direct consequence of
diligence
• Failure is the result of (laziness/ability)
• Absolves the fundamentalist from responsibility
• Inhibits reflection on teaching
23. Social Darwinism
Deriving
‘ought’
Herbert
from ‘is’
Spencer
The strongest/fittest will survive and prosper, the weak will die out
Belief: Not all students can succeed – adherence to the bell curve
Previous ill-informed reforms killed the dream of being a teacher
24. The case for technology
“Technology is an essential component of human agency—culture
provides the ‘tool kit’ of technologies, techniques and procedures
with which different groups and communities learn about, respond
to, act on and manage their experience of the world” (Bruner, 1996)
“.. [it] is not likely that the current methods of teaching and learning
will suffice to prepare students for the lives that they will lead in the
twenty-first century.” (John Seely Brown, 2008)
It is not really possible today to be relevant, nor
effective if you teach without technology.
31. Web 2.0 is also about
• Accepting that you are already digital
– Digital footprint (calculator @ www.emc.com)
– Spezify
– Mendeley
– Publish or Perish
– http://personas.media.mit.edu
• Building blocks of a networked , digital scholar
• Creation, Curation, Collaboration, Communication
• Going “open”
• Teaching digitally (“techno expression”)
33. Contemporary views on learning
– Ken Robinson
• Learning institutions as factories
• Killing creativity
– Jerome Bruner: Learning to be
– Knowledge exchange vs knowledge creation
– Authentic learning and assessment
– Teaching as learning activity design
– 21st Century Skills
38. The Enquiring Mind
www.enquiringminds.org.uk
Enquiring Minds is .…
- A response to
modern challenges
- An approach which
takes seriously the
knowledge that
students have
41. Beware of the rhetoric
• 21st Century skills: are the 4 C’s and the 3 R’s not
also 20th Century skills?
• Technology won’t fix bad teaching, fixing bad
teachers will
• We dare not use technology to perpetuate past
practices 50% first year
• Technology is NOT cheaper intake 0% ICT
skills!
• Technology is NOT the answer for poorly
performing institutions
• Technology use HIGHLIGHTS equity issues
42. Sources
• Did you know
• http://www.internetworldstats.com/stats.htm
• http://edutechdebate.org/ict-in-schools/there-are-no-technology-shortcuts-to-good-education
• http://www.devaindustries.com/articles/ITProm.htm
• http://www.learningtimes.com/what-we-do/badges/
• http://chronicle.com/blogs/wiredcampus/
• http://www.edutopia.org/core-concepts
• http://www.socraticarts.com/docs/Educational_Technology_-_The_Promise_and_The_Myth.pdf