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
For whom, for what not-yetness and challenging the “stuff” of open educationAmy Collier
Presentation for #opened15
Please contribute questions about not-yetness in open education on this Google doc: https://docs.google.com/document/d/1J2qOvLf5aiWa6a5JEVvX77Vyz4lmfYssn0ceEzIAvz4/edit?usp=sharing
#futurehappens - Challenging educational paradigms and the changing role of t...Peter Bryant
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.
Connectivism -Learning in the digital ageJose Silva
Connectivism is a learning theory proposed by George Siemens that is suited for the digital age. It asserts that learning occurs through connections within networks, and that knowledge resides in diversity of opinions from specialized nodes. The ability to see connections and navigate complex information landscapes is more important than what is currently known. Seven broad trends including increased individualism and connectivity, immediacy, and blurring of physical and virtual worlds shape the need for connectivist learning principles like anchoring information, filtering, evaluating, and developing pattern recognition skills.
Connectivism has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of traditional learning theories to explain the effect technology has had on how we live, how we communicate, and how we learn.
Connectivism sees learning as creating connections between nodes of information rather than knowledge residing in individuals. It emphasizes collaboration, creativity, and connectivity as important skills for the future. A connectivist pedagogy facilitates students learning from the world by making collaboration, creativity, and connectivity central to teaching.
This document discusses the concept of connected educators and connected learning. It defines connected learners as those who collaborate online and use social media to connect with others globally. It discusses how professional development needs to change to support connected learning through local learning communities, personal learning networks, and communities of practice. It also discusses different network types like communities, networks, and personal learning networks and how they can support self-directed and collaborative professional learning.
For whom, for what not-yetness and challenging the “stuff” of open educationAmy Collier
Presentation for #opened15
Please contribute questions about not-yetness in open education on this Google doc: https://docs.google.com/document/d/1J2qOvLf5aiWa6a5JEVvX77Vyz4lmfYssn0ceEzIAvz4/edit?usp=sharing
#futurehappens - Challenging educational paradigms and the changing role of t...Peter Bryant
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.
Connectivism -Learning in the digital ageJose Silva
Connectivism is a learning theory proposed by George Siemens that is suited for the digital age. It asserts that learning occurs through connections within networks, and that knowledge resides in diversity of opinions from specialized nodes. The ability to see connections and navigate complex information landscapes is more important than what is currently known. Seven broad trends including increased individualism and connectivity, immediacy, and blurring of physical and virtual worlds shape the need for connectivist learning principles like anchoring information, filtering, evaluating, and developing pattern recognition skills.
Connectivism has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of traditional learning theories to explain the effect technology has had on how we live, how we communicate, and how we learn.
Connectivism sees learning as creating connections between nodes of information rather than knowledge residing in individuals. It emphasizes collaboration, creativity, and connectivity as important skills for the future. A connectivist pedagogy facilitates students learning from the world by making collaboration, creativity, and connectivity central to teaching.
This document discusses the concept of connected educators and connected learning. It defines connected learners as those who collaborate online and use social media to connect with others globally. It discusses how professional development needs to change to support connected learning through local learning communities, personal learning networks, and communities of practice. It also discusses different network types like communities, networks, and personal learning networks and how they can support self-directed and collaborative professional learning.
Open educational resources (OERs) are freely accessible educational materials such as documents, images, videos, and syllabi. OERs provide benefits such as increasing access to education for those who are financially disadvantaged or in areas where resources are limited. However, some educators worry that OERs could lead to a decline in quality or loss of control over their work. Overall, the document argues that OERs have the potential to be a valuable part of the future of education by improving accessibility globally and limiting costs, especially as technology advances and more emphasis is placed on educating people around the world.
The document discusses how current internet restrictions in schools limit students' ability to collaborate globally and participate in online learning activities that are required by state standards. It provides examples of online tools and websites such as ePals and Ning that allow students to safely connect with classrooms around the world to work on group projects addressing topics like global warming. The document argues that opening up access to social networking and removing "walled gardens" would empower students by giving them freedom of expression and opportunities for meaningful collaboration that increase motivation and learning.
This article provides a critique of the paper "Connectivism and Dimensions of Individual Experience" by Carmen Tschofen and Jenny Mackness. It summarizes the key themes of connectivism explored in their paper, such as autonomy, connectedness, diversity and openness. It also discusses some of the tensions identified between these connectivist ideals and the realities of individual experience in MOOCs. However, the critique finds the original paper difficult to understand for those unfamiliar with MOOCs and connectivism concepts due to its use of jargon and limited research scope.
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.
MC502: An analysis of identity and education in contemporary virtual worlds -...charlottehornenewman
The document discusses the use of virtual worlds for education and their potential impact on student identity formation. It notes that virtual worlds can provide immersive learning experiences and allow students to explore different identities. However, some argue that students should develop their identity through real-world interactions first before challenging it virtually. The document also examines debates around whether students approach virtual worlds with an "immersionist" mindset, fully engaging with their virtual identity, or as an "augmentation" to reinforce their real-world identity.
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...
The theory of connectivism proposes that learning occurs through connections within networks. Some key principles are that learning is an ongoing process of connecting information sources, knowledge of how to find information is more important than possessing it, and learning can occur outside of humans through online communities and databases. The document discusses how connectivism and flexible learning environments are well-suited theories and models for online learning in the digital age. It provides examples of using connectivism to create a flexible online space for sharing information and learning.
Connectivism is a learning theory proposed by George Siemens and Stephen Downes that describes learning as a process that occurs within nebulous environments of shifting core elements - not entirely under the control of individual agents. It emphasizes how learning can reside outside of individuals as knowledge networks, and focuses on connecting specialized information sets. The theory is influenced by chaos, network, complexity, and self-organization theories. According to connectivism, knowledge is distributed across a network, and therefore learning consists of tapping into and navigating these networks. Teachers facilitate learning by maintaining connections and introducing students to new information. Connectivism addresses the challenges of continual learning in a digital age where knowledge is constantly changing.
This document discusses how socialization and learning have changed due to new technologies and the rise of social software. It describes how relationships have shifted from tightly-knit local communities to loosely connected global networks. Social software like blogs, wikis, and social media allow learning to become more social and collaborative as people interact and share knowledge online. The document argues schools should embrace these changes and find ways to bridge online and offline experiences to help develop students' digital literacy skills.
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.
First of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks back at the 'digital revolution' from a point in time when we are still 'in the wake' of the digital, but hardly over it.
A view of the changing digitally mediated teaching and learning landscape cze...Laura Czerniewicz
A modularised, disaggregated teaching and learning landscape is emerging due to new digital technologies and online platforms. This allows the separation of content from teaching and assessment, as well as more varied models of content delivery and monetization. However, it also enables greater commercialization and private sector influence in higher education globally. While new opportunities are created, questions remain around issues like coherence of learning and the variety of player motivations and impacts.
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Within education, the increasing discourse around Open Educational Resources (OER) is one of the most visible manifestations of new approaches to sharing and knowledge construction that have flourished alongside the development of web2.0. Over the past three years the UK JISC and HEA have funded a major programme of OER release, the UKOER programme. The associated evaluation and synthesis project has highlighted the cultural issues and changing practices surrounding OER.
A strand of projects in the UKOER programme has focused on professional development – both development of HE teachers in OER practice, and release of OERs to support the professional development of HE teachers. Further projects have worked with outside organisations (such as professional bodies or the NHS) to develop OER for professional practice. Their experience has highlighted differences and unique aspects but also similarities and opportunities for sharing and learning across sectors.
The range of different models/approaches to OER present challenges as each stakeholder group has different motivations for engaging. The lack of a common vocabulary means that people are still asking fundamental questions about use, re-use and re-purposing of learning resources and about the nature of the concept 'open' itself - is existing practice becoming more open or does it require people to change their practice?
In this webinar, Lou McGill and Isobel Falconer, from the UKOER evaluation and synthesis team, will introduce emerging issues in open practices across sectors and invite participants to explore these within their own contexts.
Eddie Reisch was interviewed about his work developing virtual learning initiatives in New Zealand, particularly the Virtual Learning Network (VLN). He prefers the term "blended learning" over other e-learning labels. The VLN was created to broker learning programs across schools and give all students equal access to opportunities. It grew through community collaboration and relationships between participating schools. Challenges included ensuring inclusive practices and access to technology, as well as developing policies and providing teacher professional development for the new approaches. Recently the VLN approach has expanded to primary schools, offering language learning opportunities to younger students and positive reactions from schools, students, and parents.
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.
Educational design and innovative pedagogies for open and online teaching and...Patrick McAndrew
This document discusses emerging trends in educational technology and pedagogy including MOOCs, badges, learning analytics, seamless learning, crowd learning, citizen inquiry, geo-learning, gaming, maker culture, and digital scholarship. It notes that these innovations are interconnected and have the potential to transform formal education by complementing traditional methods rather than replacing them. Key themes discussed are how to support less experienced MOOC students, using analytics to improve learning design, harnessing crowd knowledge flexibly, linking formal and informal learning across contexts, and empowering learner-driven making and investigation.
Educational design and innovative pedagogies for open and online teaching and...EADTU
1. The document discusses various emerging pedagogical innovations in open and online teaching and learning, including MOOCs, badges, learning analytics, seamless learning, crowd learning, and more.
2. It notes that these innovations are not independent of each other and instead fit together into new disruptive forms of education that transcend traditional boundaries.
3. The document provides examples and potential issues or considerations for several of the innovations, such as the need for support structures in MOOCs and privacy concerns regarding location-based learning.
Open educational resources (OERs) are freely accessible educational materials such as documents, images, videos, and syllabi. OERs provide benefits such as increasing access to education for those who are financially disadvantaged or in areas where resources are limited. However, some educators worry that OERs could lead to a decline in quality or loss of control over their work. Overall, the document argues that OERs have the potential to be a valuable part of the future of education by improving accessibility globally and limiting costs, especially as technology advances and more emphasis is placed on educating people around the world.
The document discusses how current internet restrictions in schools limit students' ability to collaborate globally and participate in online learning activities that are required by state standards. It provides examples of online tools and websites such as ePals and Ning that allow students to safely connect with classrooms around the world to work on group projects addressing topics like global warming. The document argues that opening up access to social networking and removing "walled gardens" would empower students by giving them freedom of expression and opportunities for meaningful collaboration that increase motivation and learning.
This article provides a critique of the paper "Connectivism and Dimensions of Individual Experience" by Carmen Tschofen and Jenny Mackness. It summarizes the key themes of connectivism explored in their paper, such as autonomy, connectedness, diversity and openness. It also discusses some of the tensions identified between these connectivist ideals and the realities of individual experience in MOOCs. However, the critique finds the original paper difficult to understand for those unfamiliar with MOOCs and connectivism concepts due to its use of jargon and limited research scope.
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.
MC502: An analysis of identity and education in contemporary virtual worlds -...charlottehornenewman
The document discusses the use of virtual worlds for education and their potential impact on student identity formation. It notes that virtual worlds can provide immersive learning experiences and allow students to explore different identities. However, some argue that students should develop their identity through real-world interactions first before challenging it virtually. The document also examines debates around whether students approach virtual worlds with an "immersionist" mindset, fully engaging with their virtual identity, or as an "augmentation" to reinforce their real-world identity.
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...
The theory of connectivism proposes that learning occurs through connections within networks. Some key principles are that learning is an ongoing process of connecting information sources, knowledge of how to find information is more important than possessing it, and learning can occur outside of humans through online communities and databases. The document discusses how connectivism and flexible learning environments are well-suited theories and models for online learning in the digital age. It provides examples of using connectivism to create a flexible online space for sharing information and learning.
Connectivism is a learning theory proposed by George Siemens and Stephen Downes that describes learning as a process that occurs within nebulous environments of shifting core elements - not entirely under the control of individual agents. It emphasizes how learning can reside outside of individuals as knowledge networks, and focuses on connecting specialized information sets. The theory is influenced by chaos, network, complexity, and self-organization theories. According to connectivism, knowledge is distributed across a network, and therefore learning consists of tapping into and navigating these networks. Teachers facilitate learning by maintaining connections and introducing students to new information. Connectivism addresses the challenges of continual learning in a digital age where knowledge is constantly changing.
This document discusses how socialization and learning have changed due to new technologies and the rise of social software. It describes how relationships have shifted from tightly-knit local communities to loosely connected global networks. Social software like blogs, wikis, and social media allow learning to become more social and collaborative as people interact and share knowledge online. The document argues schools should embrace these changes and find ways to bridge online and offline experiences to help develop students' digital literacy skills.
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.
First of three slide decks for a flipped keynote presentation at the SEDA UK conference, November 2014. This looks back at the 'digital revolution' from a point in time when we are still 'in the wake' of the digital, but hardly over it.
A view of the changing digitally mediated teaching and learning landscape cze...Laura Czerniewicz
A modularised, disaggregated teaching and learning landscape is emerging due to new digital technologies and online platforms. This allows the separation of content from teaching and assessment, as well as more varied models of content delivery and monetization. However, it also enables greater commercialization and private sector influence in higher education globally. While new opportunities are created, questions remain around issues like coherence of learning and the variety of player motivations and impacts.
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Within education, the increasing discourse around Open Educational Resources (OER) is one of the most visible manifestations of new approaches to sharing and knowledge construction that have flourished alongside the development of web2.0. Over the past three years the UK JISC and HEA have funded a major programme of OER release, the UKOER programme. The associated evaluation and synthesis project has highlighted the cultural issues and changing practices surrounding OER.
A strand of projects in the UKOER programme has focused on professional development – both development of HE teachers in OER practice, and release of OERs to support the professional development of HE teachers. Further projects have worked with outside organisations (such as professional bodies or the NHS) to develop OER for professional practice. Their experience has highlighted differences and unique aspects but also similarities and opportunities for sharing and learning across sectors.
The range of different models/approaches to OER present challenges as each stakeholder group has different motivations for engaging. The lack of a common vocabulary means that people are still asking fundamental questions about use, re-use and re-purposing of learning resources and about the nature of the concept 'open' itself - is existing practice becoming more open or does it require people to change their practice?
In this webinar, Lou McGill and Isobel Falconer, from the UKOER evaluation and synthesis team, will introduce emerging issues in open practices across sectors and invite participants to explore these within their own contexts.
Eddie Reisch was interviewed about his work developing virtual learning initiatives in New Zealand, particularly the Virtual Learning Network (VLN). He prefers the term "blended learning" over other e-learning labels. The VLN was created to broker learning programs across schools and give all students equal access to opportunities. It grew through community collaboration and relationships between participating schools. Challenges included ensuring inclusive practices and access to technology, as well as developing policies and providing teacher professional development for the new approaches. Recently the VLN approach has expanded to primary schools, offering language learning opportunities to younger students and positive reactions from schools, students, and parents.
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.
Educational design and innovative pedagogies for open and online teaching and...Patrick McAndrew
This document discusses emerging trends in educational technology and pedagogy including MOOCs, badges, learning analytics, seamless learning, crowd learning, citizen inquiry, geo-learning, gaming, maker culture, and digital scholarship. It notes that these innovations are interconnected and have the potential to transform formal education by complementing traditional methods rather than replacing them. Key themes discussed are how to support less experienced MOOC students, using analytics to improve learning design, harnessing crowd knowledge flexibly, linking formal and informal learning across contexts, and empowering learner-driven making and investigation.
Educational design and innovative pedagogies for open and online teaching and...EADTU
1. The document discusses various emerging pedagogical innovations in open and online teaching and learning, including MOOCs, badges, learning analytics, seamless learning, crowd learning, and more.
2. It notes that these innovations are not independent of each other and instead fit together into new disruptive forms of education that transcend traditional boundaries.
3. The document provides examples and potential issues or considerations for several of the innovations, such as the need for support structures in MOOCs and privacy concerns regarding location-based learning.
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
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.
The Role Of The Teacher In 25 Years Time - Keri FacerHandheldLearning
The document discusses reimagining teaching in the 21st century and challenges some assumptions. It outlines major technological trends that will shape education over the next 25 years, including ubiquitous computing, massive computing power, mixed reality, immersive experiences, brain-computer interfaces, and complex systems. These trends will challenge conceptions of knowledge, learners, tools, places of learning, and raise environmental and ethical issues. The document calls for reimagining education around meaningful real-world problems, diverse experts, and fluid learning across contexts with multiple forms of assessment. However, it notes education has remained largely unchanged despite long-standing calls for reform, and examines underlying assumptions that prevent change.
This document provides an overview of a dissertation proposal on integrating MOOCs in German higher education institutions. It begins by defining MOOCs and discussing the hype and skepticism around them. It then reviews Germany's federal action and regional hesitation regarding MOOCs. The research question proposes to examine how different types of German HEIs can integrate emerging virtual teaching forms like MOOCs given their political and regulatory context. It outlines research sub-questions on the HEI landscape, digitization strategies, MOOC features, the German context, addressing systemic challenges. The proposal argues MOOCs could help address issues like access, retention, lifelong learning and more.
This document is an introduction to the book "Opening Up Education" which discusses how open technology, open content, and open knowledge can advance education. It provides background on the editors and contributors, acknowledges funding support from the Carnegie Foundation, and includes a foreword by John Seely Brown on the potential of new technologies and participatory media to transform learning and create a culture of sharing and participation in education.
DS presenation at SSAT Raising Achievement eventDannno
The document discusses innovative teaching practices using new technologies and the opportunities and barriers they present. It explores why teachers should innovate given changing social and economic contexts, as well as the first and second order resistances to change like access issues, perceptions of roles, and beliefs. It proposes envisioning different futures for education through questions like redesigning learning spaces, increasing learner control, and connecting learning to communities.
Students Voice: Continuum of Choice for the future of educationAlana James
How much and to what extent should we consider trust and student voice as we redesign education? This is the first year report of findings from the Future(s) of Education project (www.futureofeducationproject.net)
Authentic learning involves engaging students in solving real-world problems in collaborative ways that mimic professional practices. Technology now enables various forms of authentic learning through simulation, remote instrumentation, digital archives, and online communities. It allows students to engage in sustained, collaborative problem-solving of complex, ill-defined problems from multiple perspectives, culminating in polished products. This helps students develop valuable skills for their future careers and motivates learning through relevance.
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
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.
A learning community for teens on a virtual island - The Schome Park Teen Sec...eLearning Papers
Authors: Julia Gillen, Peter Twining, Rebecca Ferguson, Oliver W Butters, Gill Clough, Mark Gaved, Anna Peachey, Dan Seamans, Kieron Sheehy.
Virtual 3D worlds such as Second Life and online gaming environments are attracting educationalists' interest. This paper reports upon the first European Teen Second Life educational project for 13-17 year olds: the Schome Park
Imagining and Enabling the Collaborative CommonsMark McGuire
Presentation delivered at the Internet Research 16 (#IR16) Conference, Phoenix Arizona, Oct. 21-24 2015 (http://aoir.org/ir16/). I discuss open practices in education and design, including collaboration, cooperation, crowdsourcing and dissemination. An audio recording of this presentation can be found on Soundcloud (https://goo.gl/G7U1tB). A post that integrates the slides and audio can be found on my blog (http://goo.gl/ps3pHr).
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.
Authentic learning for the 21st century: An overviewsyasyifa
This document discusses authentic learning and how technology can support it. Authentic learning involves real-world, complex problems and role-playing exercises to mimic real-world disciplines. It cultivates skills like distinguishing reliable information and flexibility across disciplines. Technological tools now allow students to conduct experiments, observe phenomena remotely, and connect with mentors worldwide. This allows for a more authentic learning experience based on experimentation and solving problems similarly to how professionals in those fields work.
Similar to Learning with Digital Provocations (20)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. Learning with digital provocations
Dr Jen Ross, Centre for Research in Digital Education, University of Edinburgh
2. let’s talk about disruption
wewon31, Shadow Puppets. https://www.flickr.com/photos/wewon31/9519396833
3. Disruption Bingo
• Universities and schools are broken, failing, out of date
• Digital natives/millenials/?? demand, expect, deserve
• Teachers resist
• Efficiency, speed, simplicity through better technology!
• Personalisation/individualisation is key
• Satisfaction guaranteed
5. • “In 2013, we witnessed aggressive discounting strategies as well as schools experimenting with
lowering net — not sticker — prices in an effort to recruit students.”
• “Free access to content from prestigious institutions revealed that content didn’t need to be
proprietary.”
• “Faculty have been forced to reassess how and why they teach the way they do.”
• …“Many colleges and universities resist the idea of training students for jobs. Yet it is employers
who are truly the ultimate consumers of degree-holders.”
https://www.bostonglobe.com/opinion/2014/05/09/moocs-disruption-only-beginning/S2VlsXpK6rzRx4DMrS4ADM/story.html
7. “Remember the days when many of us had a Blockbuster video card? If
you didn’t have one you couldn’t rent a VHS tape of your favorite movie.
If you did, the joy of watching the latest released movie was often
squashed upon our arrival to the store as all the copies were quickly
rented out. This didn’t change much when we saw the shift from VHS to
DVD. So where is Blockbuster today?”
By Rept0n1x (Own work) [CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
8. “In many ways I see similarities between schools and our
education system to Blockbuster, Blackberry, and the taxicab
industry. Even though there has been incremental change
resulting in some isolated pockets of excellence in schools
across the world, system change has been hard to come by. By
employing disruptive strategies we can begin the process of
creating a more relevant learning culture for our students. If
we don’t, history has already provided a glimpse as to what
might happen.”
- Education Is Ripe for Disruption, Sheninger 2016,
http://www.huffingtonpost.com/eric-sheninger/education-is-ripe-for-
dis_b_11767198.html
http://www.clipartkid.com/school-closed-sign-the-school-is-closed-qTCib5-clipart/
10. Bitcoin is a digital currency in which transactions can
be performed without the need for a credit card or
central bank... The blockchain is a public ledger of all
transactions in the Bitcoin network.
https://blockchain.info/wallet/bitcoin-faq
11. http://recode.net/2015/07/05/forget-bitcoin-what-is-the-blockchain-and-why-should-you-care/
let’s put health records, voting, ownership documents,
marriage licenses and lawsuits in the blockchain.
Eventually, every dataset and every digital transaction
could leave a “fingerprint” there, creating an audit trail
for any digital event throughout history, without
compromising anyone’s personal privacy. [blockchain]
could introduce a level of democracy and objective
“truth” to the digital world that even the physical world
can’t match. Its promise involves a future in which no
one has absolute power online, and no one can lie
about past or current events.
13. “the blockchain
represents nothing less
than the second
generation of the Internet,
and it holds the potential
to disrupt money,
business, government,
and yes, higher
education.”
(Tapscott & Tapscott
2017)
http://er.educause.edu/articles/2017/3/the-blockchain-revolution-and-higher-
18. deeply conservative assumptions
[Technology Enhanced Learning] carries with it a set of
discursive limitations and deeply conservative
assumptions which actively limit our capacity to be
critical about education and its relation to technology. At
the same time, it fails to do justice equally to the
disruptive, disturbing and generative dimensions of
the academy’s enmeshment with the digital.
(Bayne 2015, p.7)
19. from knowledge to content
“The fantasy [of openness] appears to be one of total
liberation from the perceived constraints of formal study,
the rigours of assessment and engagement with
expertise and established bodies of (contestable)
knowledge, all of which are activities deemed
hierarchical and repressive of creativity. The emphasis is
instead reduced to access and the online generation of
‘content’ – which carries with it a further powerful fantasy
of unfettered human potential which can be unlocked
unproblematically in informal lay interaction.
(Gourlay 2015, p.8)
24. • ‘technologies are subjected continually to complex
interactions and negotiations with the social, economic,
political and cultural contexts into which they are
situated.’(Selwyn 2012, 214–15)
• Emerging technologies in education are ‘not yet fully
understood’ and ‘not yet fully researched, or
researched in a mature way’ (Veletsianos 2010, 15).
• Practices, identities, pedagogies and technologies can
be marked by this ‘not-yetness’ (Ross & Collier 2016).
detail from White, No. 3, Yael Kanarek’s notyetness exhibition; https://www.artsy.net/artwork/yael-kanarek-white-no-3
25. • works in the service of a messier understanding of
what constitutes higher education, and how
technologies act in this space;
• engages with complexity, uncertainty and risk, not as
factors to be minimised or resolved, but as necessary
dimensions of technologies and practices which are
unknown and in flux.
not-yetness
26. ➤is ‘explicitly oriented towards an investigation of the
open-endedness of the social world. … the happening
of the social world – its ongoingness, relationality,
contingency and sensuousness’ (Lury and Wakeford
2012, 2).
➤is aimed at envisioning or crafting futures or
conditions which may not yet currently exist.
➤provokes new ways of thinking and brings particular
ideas or issues into focus.
➤may blur boundaries between research, design and
teaching.
➤involves considerations around epistemology,
temporality and performativity.
T Hisgett, https://commons.wikimedia.org/wiki/File:Coloured_Lights_1_(5129802026).jpg
speculative (or inventive) method
27. epistemology
➤ the ‘answerability’ of a
problem is introduced by
crafting a method
specifically to address that
problem. (Lury & Wakeford
2012)
➤ methodology is ‘a process of
asking inventive, that is,
more provocative questions’
(Wilkie, Michael, and
Plummer-Fernandez 2015,
4)
dan pancamo, hummingbird aerodynamics, https://en.wikipedia.org/wiki/Hummingbird#/media/File:Hummingbird_Aerodynamics_of_flight.jpg; CC : BY-SA
28. temporality
• visions of the future
generate effects in the
present.
• the effectiveness of
inventive methods ‘cannot
be secured in advance’
(Lury & Wakeford 2012)
• our fictions and inventions
are shaped by issues we
inherit, and closed off from
futures we can’t yet
imagine.
35. jointly owned and managed by Tate & National
Galleries of Scotland
a collection of more than 1,600 works of
international contemporary art acquired in 2008
by National Galleries of Scotland and Tate.
shared throughout the UK in a programme of
exhibitions organised in collaboration with local
associate galleries.
aims to ensure the collection engages new,
young audiences.
36. with the present levels of
knowledge around aesthetic
reception, it is not possible to
make any meaningful broad
generalization about how people
respond to the arts, and if or how
they might be affected by the
experience. Even less plausible is
the possibility of actually
“measuring” any of these aspects.
(Belfiore & Bennett 2010, p.126)
37.
38.
39.
40.
41.
42.
43.
44.
45.
46. Mobilities theory offers new readings of evaluation that can
examine individual responses to artworks in the context of
larger scale movements of ideas and affects, between and
amongst the human beings and materialities of the exhibition
“it is always possible to take an individual object and place it in
a new framework or see it in a new way. The lack of definitive
and final articulation of significance keeps objects endlessly
mysterious – the next person to attach meaning to it may see
something unseen by anyone else before.”
(Hooper-Greenhill 2000, 115)
47. Artcasting content is requested and is able to be
interpreted by gallery professionals for
accountability, audience development, and other
purposes.
48. But artcasting is also a
form of public
interpretation of the
artwork, and visitors are
creating new encounters
with art in new places and
times. The guest
becomes the host of a
new exhibition.
49. • unfolds across multiple times and
spaces
• involves the ‘unknowable other’
• challenges the stability of
relationships
• invites a rethinking of hospitality
digital co-production:
Veletsianos, G. 2010. Emerging Technologies in Distance Education. Athabasca University Press. Accessed February 24. http://www.aupress.ca/index.php/books/120177.
Collier, A., and Ross, J. 2016. “Complexity, Mess and not-Yetness: Teaching Online with Emerging Technologies.” In Emergence and Innovation in Digital Learning: Foundations and Applications, edited by G. Veletsianos. Athabasca University Press.
Lury, C., and N. Wakeford. 2012. Inventive Methods: The Happening of the Social. London: Routledge.,
Wilkie, A., M. Michael, and M. Plummer-Fernandez. 2015. “Speculative Method and Twitter: Bots, Energy and Three Conceptual Characters.” The Sociological Review 63 (1): 79–101. doi: 10.1111/1467-954X.12168
Gonzatto, R. F., F. M. C. van Amstel, L. E. Merkle, and T. Hartmann. 2013. “The Ideology of the Future in Design Fictions.” Digital Creativity 24 (1): 36–45. doi: 10.1080/14626268.2013.772524
Wilkie, A., M. Michael, and M. Plummer-Fernandez. 2015. “Speculative Method and Twitter: Bots, Energy and Three Conceptual Characters.” The Sociological Review 63 (1): 79–101. doi: 10.1111/1467-954X.12168
Selwyn, N. 2012. “Ten Suggestions for Improving Academic Research in Education and Technology.” Learning, Media and Technology 37 (3): 213–219. doi: 10.1080/17439884.2012.680213