Keynote presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 19 October 2012. Conducted by Steve Wheeler (Plymouth University)
Ideas for Vancouver Secondary Schools - Technology for Learning [Dec2012]Brian Kuhn
Sharing ideas with Vancouver School Board secondary school teachers, principals to assist with envisioning uses of technology, professional learning, types of technology for learning, planning, and implementing.
Web 2.0 allows students and educators to create and interact both synchronously and asynchronously, formally or informally, at school, at home, in distance education programs, in the workplace, on all manner of devices. This shift has required an open mind about future possibilities, while also documenting innovative or exemplar practices and their relationship to curriculum. Now Web 3.0 heralds a further development in online information behaviours and knowledge discovery techniques. Are we keeping up-to-date with the relevant network and social media changes that are affecting the online learning environment that we wish to embrace? Can you spot the wolf in sheep’s clothing? This was a short presentation and discussion starter. Dowload the supporting document via the QRcode on the title screen.
Balancing ways of learning in organizations final0922Antti Katajainen
The document discusses the shifting of learning in organizations from formal to informal models utilizing online tools. It notes that informal learning makes up about 80% of learning and occurs through social exchanges. While online learning provides benefits like cost savings and knowledge sharing, balancing formal and informal learning is important. The concepts of "connected learning" and "connectivism" are proposed as frameworks for integrating online social learning within organizations.
The document discusses the shifting of learning in organizations from formal to informal models utilizing online tools. It notes that informal learning makes up an estimated 80% of learning and occurs through social exchanges and connections. The concepts of connectivism and connected learning are presented as frameworks for understanding learning that is facilitated by technology and occurs both within and outside of individuals through forming relationships. Determining the appropriate terminology to describe modern learning approaches is also debated.
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
This document discusses several key aspects of promoting digital citizenship among youth and teenagers, including the legal risks of social networking sites and how schools can educate students. It poses three questions about how to integrate digital citizenship training into an existing curriculum when time is limited, how to handle incidents involving students facing criminal charges online, and how to account for a school's approach to these issues when communicating with parents and the media. Recommended further readings on the topic from education resources and universities are also provided.
Resistance is Futile: The dynamics of the Science CollectiveJudy O'Connell
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology can transform science classroom experiences. Assimilate these ideas, tools and techniques into your ‘collective’ ~ Resistance is futile.
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
Ideas for Vancouver Secondary Schools - Technology for Learning [Dec2012]Brian Kuhn
Sharing ideas with Vancouver School Board secondary school teachers, principals to assist with envisioning uses of technology, professional learning, types of technology for learning, planning, and implementing.
Web 2.0 allows students and educators to create and interact both synchronously and asynchronously, formally or informally, at school, at home, in distance education programs, in the workplace, on all manner of devices. This shift has required an open mind about future possibilities, while also documenting innovative or exemplar practices and their relationship to curriculum. Now Web 3.0 heralds a further development in online information behaviours and knowledge discovery techniques. Are we keeping up-to-date with the relevant network and social media changes that are affecting the online learning environment that we wish to embrace? Can you spot the wolf in sheep’s clothing? This was a short presentation and discussion starter. Dowload the supporting document via the QRcode on the title screen.
Balancing ways of learning in organizations final0922Antti Katajainen
The document discusses the shifting of learning in organizations from formal to informal models utilizing online tools. It notes that informal learning makes up about 80% of learning and occurs through social exchanges. While online learning provides benefits like cost savings and knowledge sharing, balancing formal and informal learning is important. The concepts of "connected learning" and "connectivism" are proposed as frameworks for integrating online social learning within organizations.
The document discusses the shifting of learning in organizations from formal to informal models utilizing online tools. It notes that informal learning makes up an estimated 80% of learning and occurs through social exchanges and connections. The concepts of connectivism and connected learning are presented as frameworks for understanding learning that is facilitated by technology and occurs both within and outside of individuals through forming relationships. Determining the appropriate terminology to describe modern learning approaches is also debated.
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
This document discusses several key aspects of promoting digital citizenship among youth and teenagers, including the legal risks of social networking sites and how schools can educate students. It poses three questions about how to integrate digital citizenship training into an existing curriculum when time is limited, how to handle incidents involving students facing criminal charges online, and how to account for a school's approach to these issues when communicating with parents and the media. Recommended further readings on the topic from education resources and universities are also provided.
Resistance is Futile: The dynamics of the Science CollectiveJudy O'Connell
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology can transform science classroom experiences. Assimilate these ideas, tools and techniques into your ‘collective’ ~ Resistance is futile.
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
Network Learning: AI-driven Connectivist Framework for E-Learning 3.0Neil Rubens
This document discusses the evolution of eLearning and introduces a connectivist framework for eLearning 3.0. It summarizes eLearning 1.0 which focused on reading content and behaviorism/cognitivism theories. eLearning 2.0 allowed writing and social interaction and incorporated constructivism and social learning theories. However, most created content is unused, redundant, or results in information overload. The document proposes connectivism which views knowledge as distributed across networks and learning as constructing/navigating these networks. It introduces a conceptual framework using AI to connect content, people, and models through different layers and modules.
Preparing our students for Web 3.0 learningJudy O'Connell
The document discusses preparing students for Web 3.0 learning. It notes that the amount of information available online is growing exponentially, and new technologies like augmented reality, big data analytics, and linked open data are changing how information can be accessed and used. It argues that these changes require equivalent shifts in how online capabilities are understood to ensure students can fully take advantage of new information environments.
ETL 523 Presentation: The Digital DivideTeneal Morley
This document discusses the digital divide and strategies for addressing it. It defines the digital divide as the gap between those who have access to new technologies and those who do not. The National Broadband Network is presented as a way to revolutionize education and bridge the divide in Australia. There are also alternative views that there are multiple divides or that the divide does not exist. Recommendations include developing a school committee to address the issue, getting community involvement, and providing additional support to struggling students.
(Higher) Education Beyond the UniversityAlec Couros
This document discusses the potential of open and connected learning beyond traditional universities. It notes that new technologies and tools allow academics to build online presences and connect with peers and students in new ways. Open educational resources and open online courses are mentioned as part of this transformation. The potential for open sharing of knowledge, resources and ideas is discussed. Challenges to traditional concepts of education and learning are also presented, given that learning can now happen anywhere through open and connected means.
Slides by Jon Dron and myself to a small group at the Media Zoo at the Univ of Leicester.
Adobe Connect vido available at http://tinyurl.com/anderson-elgg
Advances in technology have changed the way learning and instruction are carried out. Formal and informal learning are blending, with students now learning 80% informally. Learners today have new literacies and need teachers with 21st century skills who are computer-savvy, creative, critical thinkers and good communicators. New tools like podcasts, videocasts, mind maps and online editors are supporting more personalised, visual, collaborative and hands-on styles of learning.
Institutional Personal Learning Environments – Paradise or Paradox? Hugh Davis
This document discusses institutional personal learning environments from a digital literacy perspective. It begins by providing context on the university's committees and research centers related to technology enhanced learning. It then examines how virtual learning environments replicated traditional teaching models and argues they are outdated. The document discusses the digital literacies needed today, such as information literacy, communication, collaboration, and social networking skills. It explores the tools learners use to organize their lives through personal learning environments and gives an example of a student of wine using various online tools. Finally, it discusses the role of institutions in supporting learners through digital cognitive apprenticeships and institutional personal learning environments that integrate tools and information.
ADTELLIGENCE_White Paper_Monetization of Social Networks_Chapter2ADTELLIGENCE GmbH
The document discusses the global market for social networks. It notes that six of the top 15 websites in the world are social networks, and that social networks have grown faster than other types of websites. In Germany, over half of the top 15 sites are social networks as well. The largest social networks worldwide are dominated by US and Chinese sites like Facebook, QQ, and Baidu Space. In Germany, "student directory" networks like StudiVZ and SchülerVZ are most popular, along with Facebook. Asia also has significant social networks that have arisen independently due to cultural differences from Western sites.
Digital learning; connected, collaborated and constructedJacob Theilgaard
Digital learning is becoming increasingly connected, collaborative, and constructed. The shift to horizontal communication networks organized around the internet and wireless technologies has introduced new communication patterns and represents a fundamental cultural transformation as virtuality becomes an essential dimension of reality. Networked intelligence relies on collaboration, openness, sharing, integrity, and interdependence. Personal learning environments allow for learning through experiences outside of formal contexts using a personal learning network and personal web tools. Constructivism deals with how people create meaning through individual constructs, and connectivism views learning as occurring inside and outside people through storing knowledge in computers and other individuals.
The document discusses challenges in using the internet to construct a solidary community and ways to address them. Some key problems identified are: members becoming too reliant on the virtual environment and comfortable within it, replacing real experiences with virtual ones that lack physical sensations, and using the internet to escape real problems rather than solve them. To address these challenges, the document suggests facilitating offline meetings and events to encourage real-world interaction, and using the online community to support real-world action and problem-solving rather than as an escape.
Knock Down the Walls: Designing for Open & Networked LearningAlec Couros
Dr. Alec Couros gave a presentation on teaching and learning in a networked era. He discussed how Web 2.0 tools can transform research, teaching and service if academics choose to build serious academic lives online. He also talked about the shift from formal to informal learning and how access to free and open content through mobile computing and digital networks is changing education. Couros believes that understanding networks is a key literacy and that educators should explore open teaching practices like massive open online courses to connect learners worldwide.
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
The document discusses new pedagogies for social and participatory media. It notes that today's educational context involves a fast changing technological environment and need for new digital literacy skills. It outlines how Web 2.0 allows for user generated content and social mediation compared to Web 1.0 which was static information. Examples of social media tools are given like blogs, wikis, social networking and virtual worlds. Effective use of these new technologies requires rethinking learning and teaching to make them more open, externalized and shareable.
Beyond LMS Keynote to Canada Moodlemoot 2009Terry Anderson
A familiar overview of groups networks and collectives with ideas for the role of LMS in this mix and implications for lifelong learning beyond the course.
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
This keynote presentation was given at the "Digital Learners - Myths and Realities" staff conference at Canterbury Christ Church University on 21st November, 2012.
The document discusses emerging technologies for learning including distributed cloud computing, smart mobile technology, collaborative intelligent filtering, 3D visualization, and learner analytics. It argues that these technologies will transform learning by taking classrooms into the real world through ubiquitous connectivity between personal devices, augmented reality, and connecting existing data for new uses through an extended semantic web. The future of learning is predicted to involve mobile and ambient learning, augmented reality, games-based learning, gesture computing and more intelligent connections between information, people and devices.
Thanks to Steve Wheeler and Terry Anderson for some of the slides used in this short presentation. Originally this was put together to seed discussion amongst Education Studies students about the future of e-learning.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
Network Learning: AI-driven Connectivist Framework for E-Learning 3.0Neil Rubens
This document discusses the evolution of eLearning and introduces a connectivist framework for eLearning 3.0. It summarizes eLearning 1.0 which focused on reading content and behaviorism/cognitivism theories. eLearning 2.0 allowed writing and social interaction and incorporated constructivism and social learning theories. However, most created content is unused, redundant, or results in information overload. The document proposes connectivism which views knowledge as distributed across networks and learning as constructing/navigating these networks. It introduces a conceptual framework using AI to connect content, people, and models through different layers and modules.
Preparing our students for Web 3.0 learningJudy O'Connell
The document discusses preparing students for Web 3.0 learning. It notes that the amount of information available online is growing exponentially, and new technologies like augmented reality, big data analytics, and linked open data are changing how information can be accessed and used. It argues that these changes require equivalent shifts in how online capabilities are understood to ensure students can fully take advantage of new information environments.
ETL 523 Presentation: The Digital DivideTeneal Morley
This document discusses the digital divide and strategies for addressing it. It defines the digital divide as the gap between those who have access to new technologies and those who do not. The National Broadband Network is presented as a way to revolutionize education and bridge the divide in Australia. There are also alternative views that there are multiple divides or that the divide does not exist. Recommendations include developing a school committee to address the issue, getting community involvement, and providing additional support to struggling students.
(Higher) Education Beyond the UniversityAlec Couros
This document discusses the potential of open and connected learning beyond traditional universities. It notes that new technologies and tools allow academics to build online presences and connect with peers and students in new ways. Open educational resources and open online courses are mentioned as part of this transformation. The potential for open sharing of knowledge, resources and ideas is discussed. Challenges to traditional concepts of education and learning are also presented, given that learning can now happen anywhere through open and connected means.
Slides by Jon Dron and myself to a small group at the Media Zoo at the Univ of Leicester.
Adobe Connect vido available at http://tinyurl.com/anderson-elgg
Advances in technology have changed the way learning and instruction are carried out. Formal and informal learning are blending, with students now learning 80% informally. Learners today have new literacies and need teachers with 21st century skills who are computer-savvy, creative, critical thinkers and good communicators. New tools like podcasts, videocasts, mind maps and online editors are supporting more personalised, visual, collaborative and hands-on styles of learning.
Institutional Personal Learning Environments – Paradise or Paradox? Hugh Davis
This document discusses institutional personal learning environments from a digital literacy perspective. It begins by providing context on the university's committees and research centers related to technology enhanced learning. It then examines how virtual learning environments replicated traditional teaching models and argues they are outdated. The document discusses the digital literacies needed today, such as information literacy, communication, collaboration, and social networking skills. It explores the tools learners use to organize their lives through personal learning environments and gives an example of a student of wine using various online tools. Finally, it discusses the role of institutions in supporting learners through digital cognitive apprenticeships and institutional personal learning environments that integrate tools and information.
ADTELLIGENCE_White Paper_Monetization of Social Networks_Chapter2ADTELLIGENCE GmbH
The document discusses the global market for social networks. It notes that six of the top 15 websites in the world are social networks, and that social networks have grown faster than other types of websites. In Germany, over half of the top 15 sites are social networks as well. The largest social networks worldwide are dominated by US and Chinese sites like Facebook, QQ, and Baidu Space. In Germany, "student directory" networks like StudiVZ and SchülerVZ are most popular, along with Facebook. Asia also has significant social networks that have arisen independently due to cultural differences from Western sites.
Digital learning; connected, collaborated and constructedJacob Theilgaard
Digital learning is becoming increasingly connected, collaborative, and constructed. The shift to horizontal communication networks organized around the internet and wireless technologies has introduced new communication patterns and represents a fundamental cultural transformation as virtuality becomes an essential dimension of reality. Networked intelligence relies on collaboration, openness, sharing, integrity, and interdependence. Personal learning environments allow for learning through experiences outside of formal contexts using a personal learning network and personal web tools. Constructivism deals with how people create meaning through individual constructs, and connectivism views learning as occurring inside and outside people through storing knowledge in computers and other individuals.
The document discusses challenges in using the internet to construct a solidary community and ways to address them. Some key problems identified are: members becoming too reliant on the virtual environment and comfortable within it, replacing real experiences with virtual ones that lack physical sensations, and using the internet to escape real problems rather than solve them. To address these challenges, the document suggests facilitating offline meetings and events to encourage real-world interaction, and using the online community to support real-world action and problem-solving rather than as an escape.
Knock Down the Walls: Designing for Open & Networked LearningAlec Couros
Dr. Alec Couros gave a presentation on teaching and learning in a networked era. He discussed how Web 2.0 tools can transform research, teaching and service if academics choose to build serious academic lives online. He also talked about the shift from formal to informal learning and how access to free and open content through mobile computing and digital networks is changing education. Couros believes that understanding networks is a key literacy and that educators should explore open teaching practices like massive open online courses to connect learners worldwide.
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
The document discusses new pedagogies for social and participatory media. It notes that today's educational context involves a fast changing technological environment and need for new digital literacy skills. It outlines how Web 2.0 allows for user generated content and social mediation compared to Web 1.0 which was static information. Examples of social media tools are given like blogs, wikis, social networking and virtual worlds. Effective use of these new technologies requires rethinking learning and teaching to make them more open, externalized and shareable.
Beyond LMS Keynote to Canada Moodlemoot 2009Terry Anderson
A familiar overview of groups networks and collectives with ideas for the role of LMS in this mix and implications for lifelong learning beyond the course.
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
This keynote presentation was given at the "Digital Learners - Myths and Realities" staff conference at Canterbury Christ Church University on 21st November, 2012.
The document discusses emerging technologies for learning including distributed cloud computing, smart mobile technology, collaborative intelligent filtering, 3D visualization, and learner analytics. It argues that these technologies will transform learning by taking classrooms into the real world through ubiquitous connectivity between personal devices, augmented reality, and connecting existing data for new uses through an extended semantic web. The future of learning is predicted to involve mobile and ambient learning, augmented reality, games-based learning, gesture computing and more intelligent connections between information, people and devices.
Thanks to Steve Wheeler and Terry Anderson for some of the slides used in this short presentation. Originally this was put together to seed discussion amongst Education Studies students about the future of e-learning.
This document outlines a lecture and seminar series at UCBC on community challenges. It discusses the evolution of the web from Web 1.0 to Web 2.0 to Web 3.0. It also highlights the large amount of misleading information online and the need for digital abilities like finding accurate information and sharing content appropriately. Key skills for the future are identified as flexibility, resilience, adaptability, teamwork, and lifelong learning. Problem solving and thinking outside the box are emphasized. The document concludes by noting attribution to Steve Wheeler of Plymouth University for most of the slides.
1) The document discusses how information and communication technologies (ICT) have transformed learning and teaching in the classroom. It explores how students today, dubbed "digital natives", have grown up with technologies like computers, internet and mobile devices.
2) It examines whether constant access to online information is changing how student's brains work and their preference for fast-paced and visual learning.
3) The implications of ICT for teaching include moving from a transmission model of teaching to one focused on discourse. Teachers take on more of a coaching role while online resources become learning hubs.
Digital literacies and digital identities were discussed. Key points included:
1) Digital literacies involve social practices and meaning making with digital tools, going beyond just skills to include competence and participation.
2) Digital identity involves how one presents and interacts online through facets like reputation, impact, and openness. Issues around privacy, interpretation, and vulnerability were raised.
3) The future will involve challenges around disaggregation of education, needing new digital literacies, business models, and pedagogies as boundaries continue to blur with technology advancement.
Keynote presentation for Conference: Vounteering in a Digital Age Sangeet Bhullar
The document discusses the opportunities and challenges of digital citizenship in the 21st century. It notes that internet and digital technologies are transforming how people access information, learn, interact, and socialize. While these changes provide many benefits, they also pose risks regarding privacy, control, and digital literacy that organizations and individuals must navigate. The document provides an overview of key topics around social media use, viral content, legal issues, and strategies for non-profits to leverage digital tools while mitigating risks.
Mobile Web 2.0, Mobile Widgets, Microlearning and IntertwingularityLindner Martin
The document discusses several emerging concepts related to mobile learning including mobile web 2.0, microlearning, widgets, and intertwingularity. Mobile web 2.0 extends the principles of harnessing collective intelligence to mobile devices. Microlearning involves learning from small content units and short activities. Widgets are small, reusable web applications that can be used to deliver microlearning content on both desktop and mobile devices by leveraging open standards. Intertwingularity refers to the complex interrelationships between topics that are reflected in a fragmented and networked web.
This document discusses the importance of Web 2.0 and how it allows learning to occur anywhere and anytime through collaboration and social construction of knowledge. It lists various Web 2.0 tools that can be used in schools like Dropbox, Poll Everywhere, SurveyMonkey, Quizlet, Jing, VoiceThreads, Google Apps, Evernote, and blogs/wikis. These tools make the web more dynamic and interactive, allow collective intelligence, and enable students to learn in a multimedia, hypermedia environment.
What will education and teaching look like in the future. Emerging technologies, changing pedagogies, new literacies and digital learners. This presentation is produced for teachers and trainers.
Digital Connectedness: Taking Ownership of Your Professional Online Presence Sue Beckingham
Developing pathways to connectedness essentially commences with family and friends, but over time new connections outside of these circles begin to form ever increasing and interlinking circles. These informal and formal networks have the potential to help you unlock new doors to new opportunities. Social media can without doubt provide excellent communication channels and a space to develop your network of connections. Nonetheless as your online presence expands it leaves behind both digital footprints and digital shadows; and this needs to be given due consideration. This keynote will look at the value of developing a professional online presence and why as future graduates you need to take ownership of this.
http://www.yorksj.ac.uk/ltd/ltd/student-engagement/undergraduate-research-confere.aspx
This document discusses cloud computing in education. It begins by defining cloud computing as accessing software or information over the internet without storing it locally. It provides examples of cloud applications and storage resources like Google Drive, Dropbox, and Amazon storage. The document discusses the benefits of accessibility and collaboration through cloud resources. It also addresses concerns about security, privacy, reliability, and federal regulations. It concludes by discussing the importance of cyber citizenship education and provides resources on digital citizenship. Options discussed for education include Edmodo and using cloud-based course management and proxy systems.
Overview Web2.0 Tools For Collaborative LearningDavid Brooks
A presentation given at the EuroCALL 2009 Conference at the UPV Gandia Campus of the Universidad Polytechnica Valencia, Spain, held on Sept 9-12, 2009, session by David L. Brooks, Associate Professor, English as a Foreign Language, Kitasato University, Sagamihara, Japan
This is a presentation by the Division of Information and Technology Studies, Faculty of Education, The University of Hong Kong. Advances in information and communication technology, especially the rapid developments in social technology such as wikis, blogs, social bookmarking, etc. have opened up new opportunities as well as challenges to education in schools as well as human resource development and training in public and business sectors. In the seminar, a group of experts introduce recent developments in learning technology and how these have been applied in different educational and human resource development contexts internationally and locally.
Designing Learning in the Digital Age - Global Meta-trends affecting EducationVanguard Visions
The document discusses global trends affecting education including anytime, anywhere learning, learners as producers and consumers of content, and changing roles for educators. Key trends include the rise of mobile and cloud-based learning, open resources, and the need to acknowledge informal learning. Educators are shifting to facilitating learning processes and being lead learners themselves. Emerging models include MOOCs, peer-to-peer learning, and BYOD policies. Technologies like learning analytics, digital badges, and personal learning networks are impacting the field.
The document discusses how new technologies and social networks allow for more open, connected, and social forms of learning through increased access to tools, content, and connections with other users. It outlines many different web tools that can be used for publishing, communication, collaboration, and accessing multimedia content and describes how these networked possibilities may impact teaching, learning, and society more broadly. The concluding section encourages the reader to engage with these ideas and technologies through blogging, wikis, tweets, connections with others, gathering and synthesizing information, and then personalizing and sharing their work.
This document summarizes the 2012 NMC Horizon Report Museum Edition. It discusses key trends in museums including the abundance of online resources, use of rich media, collaboration, and expectations for civic engagement. Significant challenges include lack of support for technology from boards, need for digital strategies, and lack of educator training. The report highlights mobile apps, social media, augmented reality, and open content/licensing as important technologies for the next 1-3 years. It encourages feedback and participation from readers.
Learning is a fundamentally social process that is enhanced by new Web 2.0 tools that strengthen social interactions and collaboration. These tools support informal and workplace learning in important ways for knowledge workers and adult learners. Web 2.0 allows for augmented social cognition and more effective learning communities through user participation, interaction, tagging, and other social processes.
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
Similar to Emerging Pedagogies, Learning Spaces and Communities (20)
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Ormond Simpson, Education Consultant, Visiting CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Gwyneth Hughes, Reader in Higher Education, Institute of Education, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk.
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Chaired by Dr Clare Sansom, Senior Lecturer, Birkbeck College, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Centre for Distance Education lunchtime seminar - conducted by Ormond Simpson, CDE Visiting Fellow.
This seminar shows that student support need not be a pure institutional cost in distance education. If properly designed and evaluated it can actually make a financial profit for the institution as well as enhance its reputation. Heath warning - this presentation contains some mathematics....
Audio of the seminar can be found here: www.cde.london.ac.uk. More information on Ormond's work can be found here: www.ormondsimpson.com.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Analytics: as if learning mattered
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Adam Cooper (Co-Director, Cetis)
Audio of the session and more details can be found at www.cde.london.ac.uk.
The Learning Ecosystem – A Content Agnostic Adaptive Learning and Analytics System
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by George Mitchell (Chief Operations Officer, CCKF Ltd, Dublin).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning environment.
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Annika Wolff, Knowledge Media Institute, Open University.
Audio of the session and more details can be found at www.cde.london.ac.uk.
Moving from Learning Analytics to Social (Emotional) Learning Analytics.
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Dr Bart Rientes (Senior Lecturer, Department of Higher Education, University of Surrey).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Mariella Stivala (St Martin’s Institute of Higher Education, Malta).
Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr J Simon Rofe (School of Oriental and African Studies, University of London). Audio and video of the conference can be found at www.cde.london.ac.uk.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Professor Margaret Cox, Dr Jonathan San Diego and Dr Barry Quinn (King's College London). Audio of the session and more details can be found at www.cde.london.ac.uk.
This document summarizes key points from a presentation on MOOCs and e-learning. It finds that while MOOC completion rates are only around 6-9%, completion rates for traditional university modules and programs are higher at 55% and 85% respectively. Motivation is an important factor in student retention and dropout. The future of MOOCs will depend on how they are funded, whether through governments, grants, industry, institutions themselves, or student fees. For MOOCs to be profitable, retention activities would need to increase student continuation by over 0.8% to cover costs. Overall the document questions the categorization of MOOCs as a form of e-learning and examines factors influencing student participation and motivation.
Presentation from 'Enhancing the student experience' workshop at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Ormond Simpson (HE consultant, Visiting CDE Fellow). Audio of the session and more details can be found at www.cde.london.ac.uk.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Clare Sansom (Birkbeck College, University of London).
People who exhibit a high degree of self-regulation use different learning strategies in MOOCs compared to those with low self-regulation. Those with high self-regulation tend to be active learners who set clear goals and adapt them as needed. They are more likely to actively participate and contribute. Those with low self-regulation tend towards more passive learning and behaviors like lurking. Prior experience, confidence, and motivation also impact engagement in MOOCs.
5. Social Tagging
“Delicious is like a
virtual fieldtrip
through a library
built by the
recommendations
of others.”
http://www.oliverquinlan.com
– Chris Sessums (2010)
14. “We are becoming distributed beings.
Mobile makes the trend more explicit.”
- Mark Curtis (2005)
15. Digital Cultural Capital
(Membership of the Tribe)
“Where digital
communication has
fractured the tyranny of
distance and computers
have become pervasive and
ubiquitous, identification
through digital mediation
has become the new
cultural capital”.
- Wheeler (2009) Digital Tribes
Image Source: http://www.coreideas.com.au/
16. Digital Totems
For digital tribes
... their totems
are their social
networking tools
within the World
Wide Web.
Source: Wheeler (2009) Digital Tribes
http://www.faqs.org
17. Digital Totems
• Gathering place
• Rituals and rules
• Celebration and fun
• Transmission of customs,
social mores and values
(storytelling)
• = Tribal identity
• = Social networks
http://www.flickr.com/photos/jcbwalsh/3412625028/
Source: Wheeler (2009) Digital Tribes
21. The Future...?
• 1990: ‘The future is multi-media’
• 2000: ‘The future is the Web’
• 2010: ‘The future is smart mobile’
22. Multimedia brought
the world into the
classroom...
Smart technologies
will take the
classroom into the
world.
www.canada.com
23. Adapted from : Nova Spivak
Web 3.0 Web x.0
Degree of Information Connectivity
Semantic Web Meta Web
Web 1.0 Web 2.0
The Web Social Web
Degree of Social Connectivity
24. The (Smart) eXtended Web
Web 3.0 Web x.0
Degree of Information Connectivity
Semantic Web Meta Web
Connects knowledge Connects intelligence
Web 1.0 Web 2.0
The Web Social Web
Connects information Connects people
Degree of Social Connectivity
25. We are already seeing early evidence
of the Smart eXtended Web
Intelligent Filtering
Recommender Systems
http://chemistscorner.com
26. Personal Devices
Enhanced Vision
Ubiquitous connection
http://abdtechnology.com/tag/google-glass/
33. TD Effects (Close TD)
--
Structure
++
Dialogue
T S
Source: Moore (1989) Transactional Distance
34. TD Effects
+ +
Dialogue Structure
T S
Source: Moore (1989) Transactional Distance
35. TD Effects (Remote TD)
--
Dialogue
++
Structure
T S
Source: Moore (1989) Transactional Distance
36. 3 key human interaction
characteristics...
Cognition
Cooperation
Communication
37. ... and web tools
that facilitate Blog
them
Cognition
Cooperation
Wiki
Communication
Social
Network
38. Image source: http://businessinnovationfactory.com
“We are seeing peer-based learning
networks where students are learning as
much from each other as they are from
their mentors and tutors.”
– John Seely-Brown
40. Connectivism
We live in a techno-social world
Learning occurs inside and outside of
people – we store our knowledge in
computers and in other people
– George Siemens
Source: George Siemens www.connectivism.ca/
http://www.sciencedaily.com
41. Making connections
In connectivism, learning involves creating
connections and developing a network. It is
a theory for the digital age drawing upon
chaos, emergent properties, and self
organised learning.
(It’s not what you know but who
you know)
http://www.pestproducts.com Source: Wikipedia
42. Since we cannot experience everything, other
people’s experiences, and hence other people,
become the surrogate for knowledge.
‘I store my knowledge in my friends’ is an
axiom for collecting knowledge through
collecting people. - Karen Stephenson
http://bradley.chattablogs.com
43. Deleuze & Rhizomes
Guattari
Anarchy of the Web
44. Rhizomatic learning
http://archbold-station.org
“...multiple, non-hierarchical entry and exit
points in data representation and
interpretation.”
47. Open Networks
If ... information is
recognized as useful to
the community ... it can
be counted as
knowledge.
The community, then,
has the power to create
knowledge within a
given context and leave
that knowledge as a new
node connected to the
rest of the network’.
– Dave Cormier (2008) http://inperspire.blogspot.com
50. Three kinds of learner support
These are
usually
provided
by peers
Social Technical
support support
Academic
support Traditionally the
domain of the
Source: Carnwell (2000)
teacher/tutor
52. Power users 14%
Irregular users 14%
Ordinary users 27%
Basic users 45%
n = 2096, mean age range 17-23 years
Source: Kennedy et al (2010) Beyond Digital Natives and Immigrants: Exploring
types of net generation students, Journal of Computer Assisted Learning, 26 (5).
62. “How can
technology make
http://www.global-images.net
a person better?
Only in this way:
by providing each
person with
http://www.global-images.net
chances.”
- Kevin Kelly