Presentation1 online learning
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This document discusses different contexts of learning and how technology is changing ideas about learning. It addresses how interactive learning can be a powerful instructional tool, and how curriculum needs to be high-quality, effective, and continuously evolving. It also discusses new dimensions of self-directed learning using MOOCs and social media, and how online learning has become a global trend due to high-tech communication and teleconnections across borders.
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Presentation1 online learning
This document discusses several topics related to modern learning contexts, including how the web is changing ideas of social action, new dimensions of self-directed learning using MOOCs, communities of practice, and how technology has made online learning a global trend. It references several authors and their views on how digital technologies and online environments are transforming teaching and learning by allowing more personalized, fluid and effective structures of learning.
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This document discusses online learning in schools. It notes that online learning can have a positive impact on student achievement when implemented effectively, as it allows for more one-on-one communication between teachers and students. There are many types of online learning resources available, including social networking sites, videos, and educational websites. However, the document also points out some potential drawbacks such as materials not matching students' levels and communication issues without nonverbal cues. Overall, it concludes that supplementing online learning in the classroom can be beneficial when done properly and with awareness of limitations.
Online learning as an educational leader
This document discusses online learning in schools. It notes that online learning can have a positive impact on student achievement when implemented effectively, as it allows for more one-on-one communication between teachers and students. There are many types of online learning resources available, including social networking sites, videos, and educational websites. However, the document also points out some potential drawbacks such as material being at an inappropriate level for students and communication issues without nonverbal cues. Overall, it concludes that supplementing online learning in the classroom can be beneficial when done properly and with awareness of limitations.
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This document discusses several topics related to modern learning contexts, including how the web is changing ideas of social action, new dimensions of self-directed learning using MOOCs, communities of practice, and how technology has made online learning a global trend. It references several authors and their views on how digital technologies and online environments are transforming teaching and learning by allowing more personalized, fluid and effective structures of learning.
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This document discusses online learning in schools. It notes that online learning can have a positive impact on student achievement when implemented effectively, as it allows for more one-on-one communication between teachers and students. There are many types of online learning resources available, including social networking sites, videos, and educational websites. However, the document also points out some potential drawbacks such as materials not matching students' levels and communication issues without nonverbal cues. Overall, it concludes that supplementing online learning in the classroom can be beneficial when done properly and with awareness of limitations.
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The document discusses the history and evolution of technology from the 1950s to present day. It covers early technologies like key punch operators and Marshall McLuhan's concept of a "global village". It then outlines several key trends in universities including rising costs, changing student demographics, and demand for distance education. Finally, it discusses new forms of media and learning like user-created content, social networking, mobile phones, virtual worlds, and wikis that have transformed education.
Web20 Report 042809 Final W Cover
This document summarizes a study on K-12 administrators' perspectives on Web 2.0 technologies in schools. Some key findings include:
1) Administrators see Web 2.0 as having a positive impact on students' communication skills and schoolwork.
2) Keeping students interested and engaged in school is the top priority for Web 2.0 use.
3) The majority of administrators believe student use of Web 2.0 should be limited to approved educational websites.
The study concludes that while administrators see potential benefits, school cultures have yet to fully align with 21st century realities and leverage Web 2.0 technologies.
Innovation, informational literacy and lifelong learning: creating a new culture
This article reflects on the impact of informational innovations and their interdependence with lifelong learning. Today, the object of knowledge and learning is increasingly based on digital information, which means we need to make serious efforts to construct a new culture of lifelong learning.
Global trends in ICT and Education
This document discusses global trends in information and communications technology (ICT) and education. It begins by outlining objectives to identify ICT concepts, explain the global dimension in education, and appreciate technology's role in instruction. Several key ICT concepts are then defined, including mobile learning, cloud computing, one-to-one computing, ubiquitous learning, gaming, personalized learning, open educational resources, and smart portfolios. The document also outlines eight concepts of the global dimension in education: global citizenship, conflict resolution, diversity, human rights, interdependence, social justice, sustainable development, and values/perceptions. It concludes by stating that the success of technology in classrooms depends on teachers' willingness to adapt.
E- learning term paper, BushraAlnoori, M.A Candidate : Akram Jabar Najim
This document discusses e-learning in education. It provides background on the history of e-learning, tracing its development from correspondence education in the 19th century to advances enabled by new technologies like the internet in the late 20th century. E-learning is defined as an interactive learning system that utilizes communication and information technologies through integrated digital environments. The document examines how e-learning has revolutionized education by increasing flexibility and access to learning opportunities. It also discusses different types and applications of e-learning systems.
Teaching and learning in the 21st century
Teaching and learning in the 21st Century is an attempt at postulating the needs of both Educators and learners suitable for achieving learning outcomes of the 21st century. The presentation throws more light on the future of teaching and learning now that technology has entered into our classrooms. This sets the stage for the incorporation of digital literacies into our daily teaching life as practitioners.
Norwayce
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.
Technology in education
This document discusses the use of technology in education and provides resources on the topic. It begins by outlining some concerns about technology's impact on learning but argues that when used appropriately, technology can enhance education. It then provides links to articles on using technology to develop skills like writing, research, and problem solving. The document concludes by listing recommended readings and related links on educational technology.
0262033712forw1
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.
17J a n u a r y F e b r u a r y 2 0 0 8 E d u c a u s E r .docx
17J a n u a r y / F e b r u a r y 2 0 0 8 E d u c a u s E r e v i e wI l l u s t r a t i o n b y D u n g H o a n g , © 2 0 0 8
By John seely Brown and Richard P. adler
© 2 0 0 8 J o h n S e e l y B r o w n a n d R i c h a r d P. A d l e r
Open Education, the Long Tail, and Learning 2.0
John Seely Brown is a Visiting Scholar and Advisor to the Provost at the University of Southern
California (USC) and Independent Co-Chairman of a New Deloitte Research Center. He is the former
Chief Scientist of Xerox and Director of its Palo Alto Research Center (PARC). Many of his publica-
tions and presentations are on his website (http://www.johnseelybrown.com). Richard P. Adler is a
Research Affiliate at the Institute for the Future in Palo Alto and Principal of People & Technology, a
research and consulting firm in Cupertino, California.
More than one-third of the world’s
population is under 20. There
are over 30 million people today
qualified to enter a university
who have no place to go. During
the next decade, this 30 million
will grow to 10 0 million. To meet
this staggering demand, a major
university needs to be created
each week.
—Sir John Daniel, 1996 T
he world has become increasingly “flat,” as Tom Friedman
has shown. Thanks to massive improvements in communi-
cations and transportation, virtually any place on earth can
be connected to markets anywhere else on earth and can
become globally competitive.1 But at the same time that the
world has become flatter, it has also become “spikier”: the
places that are globally competitive are those that have ro-
bust local ecosystems of resources supporting innovation and productive-
ness.2 A key part of any such ecosystem is a well-educated workforce with
the requisite competitive skills. And in a rapidly changing world, these eco-
systems must not only supply this workforce but also provide support for
continuous learning and for the ongoing creation of new ideas and skills.
Minds
on
Te x t i l l u s t r a t i o n s © 2 0 0 8 S u s a n E . H a v i l a n d
18 E d u c a u s E r e v i e w J a n u a r y / F e b r u a r y 2 0 0 8
If access to higher education is a nec-
essary element in expanding economic
prosperity and improving the quality of
life, then we need to address the problem
of the growing global demand for educa-
tion, as identified by Sir John Daniel.3
Compounding this challenge of demand
from college-age students is the fact that
the world is changing at an ever-faster
pace. Few of us today will have a fixed,
single career; instead, we are likely to
follow a trajectory that encompasses
multiple careers. As we move from ca-
reer to career, much of what we will need
to know will not be what we learned in
school decades earlier. We are entering a
world in which we all will have to acquire
new knowledge and skills on an almost
continuous basis.
It is unlikely that sufficient resources
will be available to build enough new
ca.
R Wilkes
The document discusses the digital divide within developed countries like Australia. While most think of the digital divide as between developed and developing nations, there are also differences within developed countries in access to and use of information and communication technologies (ICT). In Australia, factors like education, income, location, and age influence levels of ICT access and skills. The document also examines the impact of ICT on areas like education, participation in services and the economy, and how teachers can help address the digital divide by embracing ICT in their classrooms.
Connectivism
Connectivism is a learning theory that uses technology where learning is a process that occurs outside of our control through connections in networks, communities, and databases rather than from our current knowledge. Some key principles are that learning resides in diversity of opinions, non-human appliances, and connecting specialized information sources. The ability to see connections between different fields and ideas is a core skill, and learning happens through various means like courses, communities, conversations, and web searches rather than being confined to classrooms.
Is dd
The document discusses 21st century learning environments and how they differ from traditional education. It focuses on the shift to informal, lifelong, and passion-based learning enabled by new technologies. Key aspects include open educational resources, social and collaborative learning, blurred lines between content producers and consumers, and building online learning communities. Learning is becoming more about participation and knowledge construction through interaction, rather than formal presentation of information.
Online learning as an educational leader
This document discusses online learning in schools. It notes that online learning can have a positive impact on student achievement when implemented effectively, as it allows for more one-on-one communication between teachers and students. There are many types of online learning resources available, including social networking sites, videos, and educational websites. However, the document also points out some potential drawbacks such as material being at an inappropriate level for students and communication issues without nonverbal cues. Overall, it concludes that supplementing online learning in the classroom can be beneficial when done properly and with awareness of limitations.
The Changing Face of Tertiary Education
The document discusses how blended, online, and open learning is changing tertiary education. It addresses three key questions: 1) What are the benefits of tertiary education? 2) How is the face of tertiary education changing? 3) How should Massey University respond to these changes? Regarding the second question, it notes the convergence of formal and informal learning, emergence of new business models, and rapid growth of open learning. It argues Massey should embrace blended, online, and distance education to drive future success nationally and internationally.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...
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NZCETA Keynote presentation | July 2013
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Link to the videos:
"Entrepreneurs": http://bit.ly/fjfk8R
Enabling eLearning media gallery: http://www.elearning.tki.org.nz/Media-gallery
2013 jurnal student controlled social networks for promoting holistic develop...
The document discusses using Facebook as a platform to promote holistic student development as part of a student project. It focuses on the perspectives of student coaches involved in managing a Facebook group for the project. The study found that Facebook allowed for faster information sharing than traditional methods. However, student coaches struggled to establish active interactions between coaches and participants and found a lack of proactive discussions initiated by participants, which undermined promoting self-initiated holistic development. The document evaluates the effectiveness of using Facebook from the perspectives of student coaches involved in the project.
Media and education presentation.pptx upload
The document discusses how technology and new media are changing education and children's development. It predicts that technology will continue to evolve and transform education by allowing virtual classrooms, online learning from home, and new opportunities for collaboration. While technology initially raised concerns about isolating students, it is now seen as facilitating social interaction, creative expression, and cultural exchanges between children, teachers, and parents. As technologies become more powerful and ubiquitous, children will increasingly learn and play together in virtual environments.
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Presentation1 online learning
- 1. CONTEXTS OF LEARNING OCCURS IN A LEARNING EVENT, CONTENT & CONTEXT PREPARED BY BARBARA O’GORMAN – EDUC6023 – M.Ed. IN ADULT EDUCATION – YORKVILLE UNIVERSITY
- 2. WEB IS CHANGING OUR IDEAS OF SOCIAL ACTION
- 3. TEACHING AND PARTICIPATORY CULTURE IN THE DIGITAL AGE Interactive Learning Powerful instructional tool for learning in the classroom
- 4. HIGH-QUALITY, EFFECTIVE LEARNING AND CONTINUOUSLY EVOLVING AND RELEVANT CURRICULUM..
- 5. NEW DIMENSIONS TO SELF- DIRECTED LEARNING “Self-directed learner using MOOC will not be able to call on trusted educators for support in their learning but rely on the aggregation of information and informal communication and collaboration available through social medial to advance their learning” (Kop & Fournier, 2010, p. 1).
- 6. BOUCHARD (N.D.) IS MAKING US AWARE THAT NOT ALL INFORMATION PRESENTED BY TECHNOLGOY IS VALID YET WE AS USERS NEED TO BE AWARE THAT THE NETWORK DOES CONTRIBUTE TO BUILDING OF KNOWLEDGE AND UNDERSTANDING; HOWEVER, WE NEED TO ALWAYS BE FINDING NEW AND CREATIVE WAYS FOR SHARING INFORMATION ON THE NETWORK. WE NEED TO AVOID THE PITFALLS OF WHERE WE FIND OUR INFORMATION AND NOT ALLOW OURSELVES TO BECOME OVERLOADED WITH INFORMATION. WE ALL KNOW THAT WIKIPEDIA IS NOT A RESOURCEFUL SOURCE YET LOTS OF ONLINE USERS GO TO THIS WEBSITE FOR INFORMATION.
- 8. “ONE THING IS CERTAIN, LEARNING COMMUNITIES ARE MORE ENGAGING AND MEMBERS MORE ENGAGED THAN IS THE CASE WITH TRADITIONAL INSTRUCTION.” OILS (2001) NOTED THAT LAVE AND WENER’S “DEVELOPMENT OF A THEORY OF ADULT LEARNING WHICH SITUATES LEARNING IN SOCIAL AND COMMUNITY SITES HAS CONTRIBUTED TO UNDERSTANDING KNOWLEDGE FORMATION THROUGH INFORMAL LEARNING (P. 253).
- 9. MOD ER N W OR K PLA C E LEA N IN G EMBRACES ALL THE WAYS WE LEARN
- 10. TECHNOLOGY HAS MADE ONLINE LEARNING THE NEW GLOBAL TSUNAMI Global economy has changed my view of adult education due to high tech communication which allows one to diffuse ideas more quickly and broadly. There are more telecommunications connections across borders. Bouchard stated that “the new online environments compel us to redefine what it means to teach, to learn and how (p. 305).