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![“There is, I think, no point in the philosophy
of progressive education which is sounder
than its emphasis upon the importance of
the participation of the learner in the
formation of the purposes which direct his
[sic] activities in the learning process, just as
there is no defect in traditional education
greater than its failure to secure the active
cooperation of the pupil in construction of
the purposes involved in his studying.”
John Dewey, 1938,
Experience and Education](https://image.slidesharecdn.com/tel1-150129034126-conversion-gate02/75/Technology-Enhanced-Learning-13-2048.jpg)
Uploaded byCristina Costa
Technology Enhanced Learning
This document discusses technology enhanced learning and how technology has transformed and continues to transform education practices and pedagogies over time. It provides a timeline of key technologies and developments in education from the 1980s to present day, including learning management systems, open educational resources, mobile devices, gaming technologies, social and participatory media, virtual worlds, and e-books. The document also discusses how technologies can reshape learners and other technologies, and debates whether technologies truly transform practices and pedagogies or are just tools. It highlights perspectives on hands-on, deep learning approaches versus surface learning.
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Technology Enhanced Learning
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- 4. Technology Enhanced Learning Whatis meant by it? http://www.flickr.com/photos/48600091327@N01/4569922802
- 5. e-Learning timelineMultimediaresources 80s TheWeb 93 LearningManagementSystems 95 OpenEducationalResources 01 Mobiledevices 98 Gamingtechnologies 00 Socialandparticipatorymedia04 Virtualworlds 05 E-booksandsmartdevices MassiveOpenOnlineCourses 0708 LearningDesign 99 Learningobjects 94 LearningAnalytics 10 By Grainne Conole
- 6. Any technology tendsto create a new human environment... Technological environments are not merely passive containers of people but are active processes that reshape people and other technologies alike. M. Mcluhan, 1962
- 7. Gutenberg to Zuckerberg •An historical view • The web is not the Internet • Disruption • Network (of knowledge) • The web ~ emergent practices, ideas, businesses, services • Demand for new laws (Copyright, copyleft, etc.) • Contradiction: Orwell (fear) or Huxley (pleasure); good vs bad
- 8. Technology: transformation ofthe medium
- 9. Is it transformingpractices?
- 10. Is it transformingpedagogies?
- 11. (e-)pedagogies? Is there suchthing? http://www.flickr.com/photos/86251769@N00/438190053
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- 13. “There is, Ithink, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his [sic] activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.” John Dewey, 1938, Experience and Education
- 14. “(…) transforming transfersof information into a ‘real act of knowing” (Paulo Freire)
- 15. What are real actsof knowing
- 16. “…unhampered participation ina meaningful setting. Most people learn best by being "with it".” ~ Ivan Illich, Deschooling Society
- 17. 50 years on… Thetools arrive
- 19. Toolkit http://www.flickr.com/photos/neilt/ Activity Tool Reflection •Discussion board • Blogs • audio-/video logs Collaboration • Wiki • Muilti-Blogs • Social Networking • Discussion boards • Shared documents (google docs) • Mindmaps Social(isation) • Networks (twitter, facebook, etc.) Discovery • Open Educational resources (OERs) • Learning Resources (google scholar, blogs.websites, etc.) • Network “filters” (twitter, etc.) • Online presentations (Slideshare, prezi, etc.) • Academic repositories Representation • Blogs • Personal websites • Professional Sites (linkedIn, Academia.edu. Etc.)
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- 21. A new Logicof Practice starts to emerge…
- 22. A new setof values and different activities Represent what we Do and who we Are
- 23. Technology become a way oflife! http://www.flickr.com/photos/40645538@N00/2796862756
- 24. Field of participation (democratic???) Congregation of eclecticsocial capital Development of new dispositions Embodiment of new cultural capital & Habitus
- 25. Field of power (highlyregulated) Recruitment of homogeneous (?) social capital Maintenance of dispositions that match the field Preservation of the field’s cultural capital and habitus
- 26. Field of Personalisation of learning Congregationof heterogeneous social capital Cultivating new dispositions Providing cultural capital and habitus
- 27. Teacher preparation shouldgo beyond the technical preparation of teachers and be rooted in the ethical formation both of selves and of history. ~ Paulo Freire, Pedagogy of Freedom
- 28. Hands on pedagogy fordeep learning http://www.flickr.com/photos/24oranges /
- 29. Deep Learning SurfaceLearning Examining new facts and ideas critically, and tying them into existing cognitive structures and making numerous links between ideas Accepting new facts and ideas uncritically and attempting to store them as isolated, unconnected, items Relates previous knowledge to new knowledge (transfer) looking for meaning Focus on unrelated parts of the task. Information is simply memorised; not understood and appropriated for personal meaning Relates theoretical ideas to everyday experience Facts and concepts are associated unreflectively Relates and distinguishes evidence and argument from assumptions Principles are not distinguished from examples Organises and structures content into coherent whole Task is treated as an external imposition Emphasis is internal, from within the student Emphasis is external, from demands of assessment Adapted from Ramsden, P. (1992). Learning to Teach in Higher Education, Routledge.
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- 33. from consumer toco-producer http://www.flickr.com/photos/danisarda/3939008630/ prosumer
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- 37. 37 The role ofthe teacher?
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- 39. Pick a topic: Digitalliteracies Diversity and Inclusivity Online Digital Citizenship 39