Pedagogies as technologies, soft and hard technologies, benefits of soft technologies for learning (spoiler - the elephant is the teacher, not the technical process of teaching)
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Colleagues: this is a 10-slide presentation with an overview of my one-hour presentation via Adobe Connect based on a 4000-word paper on a topic of interest to me – EDDE 801 Assignment 3 (September, 2015) in the Doctor of Education in Distance Education (EdD) program at Athabasca University.
Advancements in learning technologies are being driven from an increasing diversity of domains of practice and research. The “open” agenda – open architecture, open source, open standards, open access, open learning, open networks, open data, and open educational resources – is very much at the forefront of these advances for a growing international community of practice. While this agenda is valued highly in the education sector, openness is not the only driver of change or innovation with ICT. Social media continues to shape the nature of much engagement online and the late 20th century mantra that “content is king” is giving way to a fresh focus on so-called “21st century skills” and competencies where digital literacy is as important as critical thinking and problem solving. Meanwhile, discourses on sense-making and developments in knowledge management and knowledge-sharing infrastructures continue to inform the theory and practice of e-learning. This presentation acknowledges these trends and a broad range of narratives that track the evolution of e-learning as a means of contextualising a frontier ready for further technological innovation: the stimulation and support of questioning online. In particular, research into why-questioning is highlighted. Why? Because the semantics involved typically involve ambiguity, dialog or further inquiry. More specifically, investigation into why-questioning reveals that the object it seeks is explanatory content – and content that can be characterized as such presents a number of challenges for learning technology design.
EDDE801: Assignment 1 - Group work during Orientation (August, 2015)
Colleagues: this is a 13-slide presentation with an overview of my 20-minute presentation during Orientation of the Doctor of Education in Distance Education (EdD) program at Athabasca University (part II of a three-part presentation/modified in October, 2016).
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Colleagues: this is a 10-slide presentation with an overview of my one-hour presentation via Adobe Connect based on a 4000-word paper on a topic of interest to me – EDDE 801 Assignment 3 (September, 2015) in the Doctor of Education in Distance Education (EdD) program at Athabasca University.
Advancements in learning technologies are being driven from an increasing diversity of domains of practice and research. The “open” agenda – open architecture, open source, open standards, open access, open learning, open networks, open data, and open educational resources – is very much at the forefront of these advances for a growing international community of practice. While this agenda is valued highly in the education sector, openness is not the only driver of change or innovation with ICT. Social media continues to shape the nature of much engagement online and the late 20th century mantra that “content is king” is giving way to a fresh focus on so-called “21st century skills” and competencies where digital literacy is as important as critical thinking and problem solving. Meanwhile, discourses on sense-making and developments in knowledge management and knowledge-sharing infrastructures continue to inform the theory and practice of e-learning. This presentation acknowledges these trends and a broad range of narratives that track the evolution of e-learning as a means of contextualising a frontier ready for further technological innovation: the stimulation and support of questioning online. In particular, research into why-questioning is highlighted. Why? Because the semantics involved typically involve ambiguity, dialog or further inquiry. More specifically, investigation into why-questioning reveals that the object it seeks is explanatory content – and content that can be characterized as such presents a number of challenges for learning technology design.
EDDE801: Assignment 1 - Group work during Orientation (August, 2015)
Colleagues: this is a 13-slide presentation with an overview of my 20-minute presentation during Orientation of the Doctor of Education in Distance Education (EdD) program at Athabasca University (part II of a three-part presentation/modified in October, 2016).
Emerging Technologies Encore: STEM: Mainstreaming Career and Technical Educa...Jim "Brodie" Brazell
Presenter: Jim Brazell, Technology Forecaster, Public Speaker, and Strategist, Radical Platypus group and the Thornburg Center for Professional Development.
Fueled by Washington’s focus on STEM (science, technology, engineering and math) and U.S. competitiveness, Career and Technical Education (CTE) is emerging as a platform for systemic education reform. Attend this session to learn about trends in emerging technologies driving workforce and educational change in high schools, community colleges and universities. Learn about the key requirement for multi-skill technicians and technologists in diverse industries including green energy, manufacturing, cyber security, digital media, construction, home technology integration, healthcare and science and technology research and development. This interactive lecture and discussion about CTE-based educational transformation will include topics such as: Science, Technology, Engineering and Mathematics (STEM); Career and Technical Education (CTE); STEAM (STEM and Arts Integration); Cyber Security; Mechatronics; Robotics; Information Technology; Serious Games; and Modeling, Simulation and Training.
In this presentation, I explore the concept of Activity and CHAT (Cultural-Historical Activity Theory) in the context of The Little Red Hen, then apply it to my doctoral research to understand how an augmented reality game mediates the cultural models of campers at a traditional woods camp.
Interdisciplinary Training in Mathematical Biology Through Team-based Undergr...Jason Miller
In this talk, I made a connection between a characteristic of science and mathematics that is new in the 21st century (i.e., convergence) and what we are teaching students at Truman through our mathematical biology program. I then riff on how undergraduate mathematical biology programs in the US are fertile places to grow other cross-disciplinary training programs.
Presentation shared at Governors State University on June 6, 2011. Examines how participating in digital media compelled me to transform my online and face to face classes through podcasts, VoiceThreads, a collaborative wiki activity, and more.
發揮想像力共創臺灣未來
(Developing Imagination for Taiwan’s Future: The Role That Education Can Play)
作者:國立政治大學教育學院教授兼院長詹志禹
國立政治大學教育系博士生陳玉樺
本文刊於:教育資料與研究雙月刊第100期 2011年6月 第23-52頁
Michelle Pacansky-Brock's keynote presentation shared at Innovate 2011, Ohio State on April 27, 2011. To view many of the media samples shared in the prez, please go to: http://mpbreflections.blogspot.com/p/share.html
A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
CoolHunting. En este estudio sobre el futuro de la educación, basado en la metodología del coolhunting, se han
detectado 10 macrotendencias que deben ser tenidas en cuenta, si como educadores o responsables
de centros de formación queremos ofrecer la excelencia a nuestros alumnos y alumnas y, así,garantizarles una incorporación segura y exitosa al ámbito laboral.
Este proyecto se llevó a cabo en el Observatorio de Tendencias de Coolhunting Community, por la red de coolhunters formados a través del Curso Superior de Coolhunting de ICEMD. El proyecto ha sido dirigido por Manuel Serrano, director del curso y presidente de la Asociación Española de
Coolhunting, y elaborado por Lourdes Rodríguez, CEO de Coolhunting Community, quien seleccionó a los profesionales para realizar este estudio.
La implantación del aprendizaje cooperativo GUÍA PARA DISEÑAR Y GESTIONAR UNA...eraser Juan José Calderón
La implantación del aprendizaje cooperativo
GUÍA PARA DISEÑAR Y GESTIONAR
UNA RED DE APRENDIZAJE COOPERATIVO.
Elaborada por Francisco Zariquiey Biondi para Colectivo Cinética1:
Poner en práctica el aprendizaje cooperativo supone la implantación y perfeccionamiento progresivo de una red de aprendizaje. En este documento, hemos intentado organizar los distintos elementos que dan sentido a la interacción cooperativa en el aula partiendo de la promoción de una cultura de cooperación que nos permita construir una red de aprendizaje desde la que podamos diseñar situaciones cooperativas y gestionarlas de manera eficaz.
keynote at the European Conference on Educational Research in Cádiz, pre-conference on emerging researchers. About networked learning for lifelong learning for all
Emerging Technologies Encore: STEM: Mainstreaming Career and Technical Educa...Jim "Brodie" Brazell
Presenter: Jim Brazell, Technology Forecaster, Public Speaker, and Strategist, Radical Platypus group and the Thornburg Center for Professional Development.
Fueled by Washington’s focus on STEM (science, technology, engineering and math) and U.S. competitiveness, Career and Technical Education (CTE) is emerging as a platform for systemic education reform. Attend this session to learn about trends in emerging technologies driving workforce and educational change in high schools, community colleges and universities. Learn about the key requirement for multi-skill technicians and technologists in diverse industries including green energy, manufacturing, cyber security, digital media, construction, home technology integration, healthcare and science and technology research and development. This interactive lecture and discussion about CTE-based educational transformation will include topics such as: Science, Technology, Engineering and Mathematics (STEM); Career and Technical Education (CTE); STEAM (STEM and Arts Integration); Cyber Security; Mechatronics; Robotics; Information Technology; Serious Games; and Modeling, Simulation and Training.
In this presentation, I explore the concept of Activity and CHAT (Cultural-Historical Activity Theory) in the context of The Little Red Hen, then apply it to my doctoral research to understand how an augmented reality game mediates the cultural models of campers at a traditional woods camp.
Interdisciplinary Training in Mathematical Biology Through Team-based Undergr...Jason Miller
In this talk, I made a connection between a characteristic of science and mathematics that is new in the 21st century (i.e., convergence) and what we are teaching students at Truman through our mathematical biology program. I then riff on how undergraduate mathematical biology programs in the US are fertile places to grow other cross-disciplinary training programs.
Presentation shared at Governors State University on June 6, 2011. Examines how participating in digital media compelled me to transform my online and face to face classes through podcasts, VoiceThreads, a collaborative wiki activity, and more.
發揮想像力共創臺灣未來
(Developing Imagination for Taiwan’s Future: The Role That Education Can Play)
作者:國立政治大學教育學院教授兼院長詹志禹
國立政治大學教育系博士生陳玉樺
本文刊於:教育資料與研究雙月刊第100期 2011年6月 第23-52頁
Michelle Pacansky-Brock's keynote presentation shared at Innovate 2011, Ohio State on April 27, 2011. To view many of the media samples shared in the prez, please go to: http://mpbreflections.blogspot.com/p/share.html
A Teaching and Learning Conversation held at the University of Salford 12 October 2011.
Contributing were Chrissi Nerantze, Peter Whitton, Christine Smith, Lesley Robinson, Kathy Spencer and Joan Livesley
CoolHunting. En este estudio sobre el futuro de la educación, basado en la metodología del coolhunting, se han
detectado 10 macrotendencias que deben ser tenidas en cuenta, si como educadores o responsables
de centros de formación queremos ofrecer la excelencia a nuestros alumnos y alumnas y, así,garantizarles una incorporación segura y exitosa al ámbito laboral.
Este proyecto se llevó a cabo en el Observatorio de Tendencias de Coolhunting Community, por la red de coolhunters formados a través del Curso Superior de Coolhunting de ICEMD. El proyecto ha sido dirigido por Manuel Serrano, director del curso y presidente de la Asociación Española de
Coolhunting, y elaborado por Lourdes Rodríguez, CEO de Coolhunting Community, quien seleccionó a los profesionales para realizar este estudio.
La implantación del aprendizaje cooperativo GUÍA PARA DISEÑAR Y GESTIONAR UNA...eraser Juan José Calderón
La implantación del aprendizaje cooperativo
GUÍA PARA DISEÑAR Y GESTIONAR
UNA RED DE APRENDIZAJE COOPERATIVO.
Elaborada por Francisco Zariquiey Biondi para Colectivo Cinética1:
Poner en práctica el aprendizaje cooperativo supone la implantación y perfeccionamiento progresivo de una red de aprendizaje. En este documento, hemos intentado organizar los distintos elementos que dan sentido a la interacción cooperativa en el aula partiendo de la promoción de una cultura de cooperación que nos permita construir una red de aprendizaje desde la que podamos diseñar situaciones cooperativas y gestionarlas de manera eficaz.
keynote at the European Conference on Educational Research in Cádiz, pre-conference on emerging researchers. About networked learning for lifelong learning for all
Invited talk at NSF Workshop on Social-Computational Systems (SoCS) on Mike Pazzani‘s Computational Models and Techniques panel with Tuomas Sandholm, Lise Getoor, and Tina Eliassi.
http://cognitivecomputing.wordpress.com/2011/06/10/socs-computational-models-and-techniques-a-case-study/
Learning at a Distance: How does it work? (TEAM Conference 2015)RDC ZP
Educators: this is a 12-slide presentation with a brief overview of the session on learning at a distance based on the textbook by LearnerAssociates.net (Levine, 2005) presented at the 2015 TEAM Conference in Winnipeg, Manitoba (RZP – May 29, 2015). Her professors were from South Africa, South America, and North America ("South" Africa is missing - my apologies!).
An Expert Survey on the Barriers and Enablers of Open Educational PracticeseLearning Papers
Author: Stefanie Panke
This paper is a report on the findings of a literature review and an expert survey conducted in December 2010 with a self-selected panel. A total of 19 participants were recruited through the UNESCO OER mailing list and the Educational Technology and Change Journal.
Panel discussion of a book at the HASTAC III conference on April 20, 2009. Editors Sharon Tettegah and Cynthia Calongne. Book contributors include Jase Teoh, Grant Kien, Al Weiss, Eun Won Whang, Rhonda Trueman, Arlene de Strulle, Lisa Perez, Kona Taylor and Danielle Holt.
Similar to Revealing the elephant in the online classroom (20)
Slides from the 3rd International Seminar on Online Higher Education in Management, Santiago, Chile, October 2016. A 20 minute presentation intended to end in questions, the biggest of which being, in an age of plenty, with options for distributed content, distributed connections, distributed accreditation, and tools for personal sense making, whether there is a need for universities and other formal educational institutions any more. Unsurprisingly, the consensus among participants was a slightly equivocal 'yes'. However, thinking more deeply about the nature of those institutions, participants considered ways institutions can become network hubs with blurred boundaries, ways they might continue to preserve/transform culture, and ways they might focus more deeply on values, creativity, meaning, critical thinking, etc. Some great dialogues emerged.
Presentation for Hybrid Days, making the point that we are part of technologies rather than them being part of us, so our technologies (at least the softer and collective ones) are cyborgs.
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
Presentation from JTEL WinterSchool in Innsbruck, 2010, taking as a starting point that soft technologies such as pedagogies, institutional rules, timetabling methods and so have to be considered as integral to assemblies of learning technologies. This perspective has many interesting consequences.
Presentation for TENCompetence Winter School 2009 looking at principles for creating social software to support learning, using collective processes to take on some teacher roles.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Why people matter:
elephant spotting in the
online classroom
CNHS PD day presentation
Jon Dron, TEKRI,
June 2011
http://upload.wikimedia.org/wikipedia/commons/6/67/Pennant_Thomas_Hist_of_Quadrupeds_1793-Elephas.png
Thursday, 9 June 2011
2. http://upload.wikimedia.org/wikipedia/commons/e/ed/ElephantJoyRide.jpg
• About learning technologies
“a field involved in the facilitation of human
learning through the systematic identification,
development, organization, and utilization of
learning resources and through the management
of these processes” (AECT, 1972)
Thursday, 9 June 2011
4. What is a technology?
"Something that doesn't quite work yet"
"Anything invented after you were born"
“A combination of artefacts and
what you do with them”
“Orchestration of
phenomena to our use”
http://upload.wikimedia.org/wikipedia/commons/c/cf/Ww1-elephant.jpg
"Something useful produced by a mind"
“The way things are done around here” (Ursula Franklin)
Thursday, 9 June 2011
5. Pedagogies are
technologies
“a field involved in the facilitation of
human learning through the systematic
identification, development,
organization, and utilization of learning
resources and through the management
of these processes” (AECT, 1972)
Thursday, 9 June 2011
6. What is a learning
technology?
Pedagogies
Methods
Processes
hardware
Software
management systems
Organizational structures
Techniques
learning designs
assessment systems
Thursday, 9 June 2011
8. tensions
Soft Hard
the adjacent possible path dependencies
flexibility freedom freedom from error
Soft technologies open Hard technologies
out the future solidify history
Soft is hard Hard is easy
Thursday, 9 June 2011
9. Moodle- soft for whom?
Hard
n ts
ude
• st
ers
ach
• te s
loper
eve
se d
our
•c
ins
adm
stem
• sy
ers
lop
eve
i nd
lug
•p as
aim
oug
nD
Soft
arti
•M
Thursday, 9 June 2011
10. Pedagogical patterns
Soft Hard
Instructivist
Constructivist
Connectivist
holist
Thursday, 9 June 2011
13. Revealing the elephant
http://upload.wikimedia.org/wikipedia/commons/1/19/Marc-elephant.jpg
Thursday, 9 June 2011
14. Remember your best
teacher?
• tell the person (s) next to you
Thursday, 9 June 2011
15. Bhattacharya, M., & Dron, J. (2007). In Search of Quality Learning Technologies for Online Distributed Classrooms. Paper presented at the The 7th IEEE International Conference on
Advanced Learning Technologies, NIigata, Japan.
Boder, A. (1992). The process of knowledge reification in human-human interaction. Journal of Computer Assisted Learning, 8, 177-185.
Bonk, C. J. (2009). The World is Open:: How Web Technology Is Revolutionizing Education. San Francisco: Jossey Bass.
Bonk, C. J., & Kim, K.-J. (2005). Future directions of blended learning in Higher Education and Workplace Learning Settings. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended
Dialogue is good
learning: Global Perspectives, local designs. San Fransisco: Pfeiffer Publishing.
Boyer, N. (2005). Online learners take the lead in self-direction. Academic Exchange Quarterly, 9(4), 244-250.
Brockett, R. G., & Hiemstra, R. (1991). A conceptual framework for understanding self-direction in adult learning. In R. G. Brockett & R. Hiemstra (Eds.), Self-Direction in Adult Learning:
Perspectives on Theory, Research, and Practice, . New York & London: Routledge.
Bruner, J. S. (1966). Toward a Theory of Instruction. Cambridge MA: The Belknap Press of Harvard University Press.
Bryant, T. (2006). Social Software in Academia. Educause Quarterly, 2006(2), 61-64.
Bullen, M. (1998). Participation and critical thinking in online university distance education. Journal of Distance Education, 13(2), 1-32.
Bures, E. M., Amundsen, C. C., & Abrami, P. C. (2002). Motivation to learn via computer conferencing: Exploring how task-specific motivation and CC expectations are related to student
acceptance of learning via CC. Journal of Educational Computing Research, 27(3), 249.
Candy, P. C. (1991). Self-direction for Lifelong Learning: A comprehensive Guide to Theory and Practice. San Francisco: Jossey Bass.
Chen, Y.-J. (2000). Transactional Distance in World Wide Web Learning Environments. Innovations in Education and Teaching International, 38(2), 327-338.
Chiarella, A. F. (2009). Enabling the collective to assist the individual: A self-organising systems approach to social software and the creation of collaborative text signals. PhD, McGill
University, Montreal, Canada. Retrieved from http://www3.telus.net/andrewchiarella/pubfiles/AndrewChiarellaPhDThesis.pdf
Chumley-Jones, H. S., Dobbie, A., & Alford, C. L. (2002). Web-based Learning: Sound Educational Method or Hype? A Review of the Evaluation Literature. Adcademic Medicine, 77(10), S86-
S93.
Collis, B. (2005). Putting blended learning to work. In C. J. Bonk & C. R. Graham (Eds.), The Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 461-473). San
Francisco: Pfeiffer.
Conole, G., & Dyke, M. (2004). What are the affordances of information and communication technologies? ALT-J, 12(2), 113-124.
Coomey, M., & Stephenson, J. (2001). Online learning: it's all about dialogue, involvement, support and control. In J. Stephenson (Ed.), Teaching and Learning Online 2001. London: Kogan
Page.
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology,
88(4), 715-730.
Cox, G., Carr, T., & Hall, M. (2004). Evaluating the use of synchronous communication in two blended courses. Journal of Computer Assisted Learning, 20(3), 183-193.
Crane, T., Maurizio, A., Bruett, K., Jeannero, S., Wilson, J., Bealkowski, S. (2002). Learning for the 21st Century. Washington DC: Partnership for 21st Century Skills.
Creed, T. (1996). Extending the Classroom Walls Electronically. In William Campbell and Karl Smith (Ed.), New Paradigms for College Teaching. Edina, MN: Interaction Book Co.
Dalsgaard, C., & Paulsen, M. F. (2009). Transparency in Cooperative Online Education. The International Review of Research in Open and Distance Learning,, 10(3).
Davis, J. R., & Huttenlocher, D. P. (1995, October 17-20 1995). Shared Annotation for Cooperative Learning. Paper presented at the Computer Support for Collaborative Learning '95, Indiana
University, Bloomington, IN.
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. [Article]. Educational Psychologist, 26(3/4), 325-346.
Dewey, J. (1897). My Pedagogic Creed. The School Journal, LIV(3), 77-80.
Dewey, J. (1938). Experience and Education: Macmillan Press.
Entwistle, N. (1998). Approaches to learning and forms of understanding. In B. Dart & G. Boulton-Lewis (Eds.), Teaching and Learning in Higher Education. Melbourne: Australian Council for
Educational Research.
Feltovich, P. J., Spiro, R.J., Coulson, R.L., & Feltovich, J. (1996). Collaboration within and among minds: Mastering complexity, individually and in groups. In T. Koschmann (Ed.), CSCL:
Theory and Practice of an Emerging Paradigm (pp. 25-44). Mahwah, NJ: Erlbaum.
Fox, S. (2000). Communities Of Practice, Foucault And Actor-Network Theory. Journal of Management Studies, 37(6), 853-868.
Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st Century: A Framework for Research and Practice. London: RoutledgeFalmer.
Garrison, R., Anderson, T., & Archer, W. (2000). Critical thinking in text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
Gibbons, H. S., & Wentworth, G. P. (2001). Andrological and Pedagogical Training Differences for Online Instructors. Online Journal of Distance Learning Administration, IV(III).
Greener, S. L. (2003). Assessing readiness for self-directed learning: what works? Assignment for EdD Stage 1. University of Brighton.
Habbeshaw, S., Habbeshaw, T., & Gibbs, G. (1987). 53 Interesting Things to do in your Seminars and Tutorials. Bristol: Technical and Educational Services.
Hase, S., & Kenyon, C. (2000). From Andragogy to Heutagogy. ultiBASE. Retrieved from http://ultibase.rmit.edu.au/Articles/dec00/ hase2.htm
Heylighen, A., Caesar, M., & Neuckermans, H. (2005). Sharing-in-Action: How designers can exchange insights without knowing. Paper presented at the Web Based Communities 2005,
Algarve, Portugal.
Hill, J. R., & Hannafin, M. J. (2001). Teaching and Learning in Digital Environments:The Resurgence of Resource-Based Learning. Educational Technology Research and Development, 49(4),
37-52.
Hmelo-Silver, C. E., Nagarajan, A., & Derry, S. J. (2006). From face-to-face to online participation: Tensions in facilitating problem-based learning. In M. Savin-Baden & K. Wilkie (Eds.),
Problem-based learning online (pp. 61-78). Maidenhead, Berkshire, England: Open University Press.
Hwang, W.-Y., & Wang, C.-Y. (2004). A study of learning time patterns in asynchronous learning environments. Journal of Computer Assisted Learning, 20, 292-304.
Illich, I. (1971). Deschooling Society. New York: Harper & Row.
JISC. (2004).June 2011
Thursday, 9 Effective Practice with e-Learning. Bristol: HEFCE.
16. Putting elephants to
work in AU
http://commons.wikimedia.org/wiki/File:Elephant_at_work.jpg
Thursday, 9 June 2011
17. Traditionally...
• tutors, phone, email
• isolated forums
• err.... that’s about it
• but it gets worse....
Thursday, 9 June 2011
19. Design for control
Collective
control
Learner Negotiated Teacher
control control control
autonomy dialogue structure
Thursday, 9 June 2011
20. The Landing
• a soft place
• made of hard pieces and
soft pieces
Thursday, 9 June 2011
21. Sharing ideas Bookmark Feeling less alone
Wikis sharing Aggregating
Knowing what others are doing and thinking
Blogs Photo and media sharing
Supporting course sharing and interaction
Groups Knowing what is happening
Microblogs (like Twitter) Finding interesting people
Sharing
Commenting discoveries File sharing
Committees, centres, programs, study groups, hobbies,
interests, leisure, research groups, newsletters
Podcasting Collaborating Discussion
Sustaining dialogue and
communities http://landing.athabascau.ca
Thursday, 9 June 2011
22. Sounds a bit like
Facebook?
• Ownership - it’s yours
• Trust - everyone is known
• Control - (especially privacy and access)
• Focus - on AU (institutional integration)
• The social network is a feature, not a destination
• If you don’t pay for the product you are the
product
Thursday, 9 June 2011
23. Sounds a bit like
Moodle?
• No special roles: everyone is equal (you,
students, learning designers, admins, etc)
• Anyone can create and share, whenever,
however, with whoever
• Soft, flexible, ad hoc, responsive, malleable
• Extends beyond the course boundaries
• Persists beyond the course (people and stuff)
Thursday, 9 June 2011