Moodling Forward: Resourcing InnovationAlan Arnold
This document discusses challenges and opportunities for educational technology innovation. It summarizes predictions from the Horizon Report about emerging technologies like electronic books, mobile devices, augmented reality, and open content. It also highlights examples of integrating these technologies into online learning platforms like Moodle. Key questions are raised about balancing benefits, stakeholders, and resourcing innovation through tools versus investing in people. The overall message is that investing in educators should be the top priority to help achieve aspirations of supporting active, collaborative, and critical learning.
BETT is an annual education technology conference and trade show held in London. The 2013 BETT covered several key topics:
- Future learning trends in the digital age and how technology is changing the brain's plasticity and capacity for learning.
- Managing risks when adopting new educational technologies by benchmarking research and gathering input from various sources.
- Implementing "Bring Your Own Device" strategies in universities and the challenges of differing student access, separate networks for security, and ensuring technologies support pedagogy.
- The trend of informal workplace learning through social interactions and tools, with estimates that 70% of learning is informal.
Creative Commons In The Classroom (IATEFL)Dom Pates
This document discusses copyright and Creative Commons (CC) licenses. It explains that copyright is a set of legal rights that protect original creative works. CC licenses provide alternatives to traditional "all rights reserved" copyright by allowing content to be shared and reused under certain conditions. The document outlines the different CC licenses in order from least to most restrictive and notes that CC licenses are used by individuals, organizations, and educational institutions to share content openly while still maintaining attribution rights. It advocates for the use of CC in education as a way to more easily source, reuse, adapt, and share content.
The document provides an overview of the history and development of the Mahara ePortfolio project. It summarizes that the project was a 12-month collaborative effort between several New Zealand universities funded by an e-learning grant. It also lists upcoming planned improvements to the Mahara software including universal search, editor usability enhancements, and open badges integration. The document highlights the involvement of the Catalyst IT team and Mahara community contributors in the ongoing development of the open source project.
The changing role of the IT leader - Jisc Digital Festival 2015Jisc
The higher education IT enterprise has become complex. The IT department is no longer simply responsible for provisioning IT infrastructure and services, but increasingly helps to re-envision business and service models—all in a context of cost and accountability pressures.
IT is simultaneously more challenging, relevant, and exciting than ever; leading IT requires unique characteristics and capabilities.
What is effective technology integration for 21st centurynovembrist
This document discusses effective technology integration for 21st century learners. It suggests that technology should be integrated through inquiry-based learning to enrich the curriculum with richer resources and current information. The document recommends embedded professional development, support from educational technologists, and systemic changes to help teachers adapt classrooms and integrate technology.
The document discusses MOOCs (massive open online courses) and their potential role in online learning in higher education. It covers the history and characteristics of MOOCs, current issues regarding their pedagogy and business models, and ethical concerns about commercializing education. While MOOCs increase access to free high-quality content, they have a long way to go to address principles of online learning established by open universities. There are also concerns they could undermine public education and amount to cultural imperialism if exported globally without consideration of local needs.
Moodling Forward: Resourcing InnovationAlan Arnold
This document discusses challenges and opportunities for educational technology innovation. It summarizes predictions from the Horizon Report about emerging technologies like electronic books, mobile devices, augmented reality, and open content. It also highlights examples of integrating these technologies into online learning platforms like Moodle. Key questions are raised about balancing benefits, stakeholders, and resourcing innovation through tools versus investing in people. The overall message is that investing in educators should be the top priority to help achieve aspirations of supporting active, collaborative, and critical learning.
BETT is an annual education technology conference and trade show held in London. The 2013 BETT covered several key topics:
- Future learning trends in the digital age and how technology is changing the brain's plasticity and capacity for learning.
- Managing risks when adopting new educational technologies by benchmarking research and gathering input from various sources.
- Implementing "Bring Your Own Device" strategies in universities and the challenges of differing student access, separate networks for security, and ensuring technologies support pedagogy.
- The trend of informal workplace learning through social interactions and tools, with estimates that 70% of learning is informal.
Creative Commons In The Classroom (IATEFL)Dom Pates
This document discusses copyright and Creative Commons (CC) licenses. It explains that copyright is a set of legal rights that protect original creative works. CC licenses provide alternatives to traditional "all rights reserved" copyright by allowing content to be shared and reused under certain conditions. The document outlines the different CC licenses in order from least to most restrictive and notes that CC licenses are used by individuals, organizations, and educational institutions to share content openly while still maintaining attribution rights. It advocates for the use of CC in education as a way to more easily source, reuse, adapt, and share content.
The document provides an overview of the history and development of the Mahara ePortfolio project. It summarizes that the project was a 12-month collaborative effort between several New Zealand universities funded by an e-learning grant. It also lists upcoming planned improvements to the Mahara software including universal search, editor usability enhancements, and open badges integration. The document highlights the involvement of the Catalyst IT team and Mahara community contributors in the ongoing development of the open source project.
The changing role of the IT leader - Jisc Digital Festival 2015Jisc
The higher education IT enterprise has become complex. The IT department is no longer simply responsible for provisioning IT infrastructure and services, but increasingly helps to re-envision business and service models—all in a context of cost and accountability pressures.
IT is simultaneously more challenging, relevant, and exciting than ever; leading IT requires unique characteristics and capabilities.
What is effective technology integration for 21st centurynovembrist
This document discusses effective technology integration for 21st century learners. It suggests that technology should be integrated through inquiry-based learning to enrich the curriculum with richer resources and current information. The document recommends embedded professional development, support from educational technologists, and systemic changes to help teachers adapt classrooms and integrate technology.
The document discusses MOOCs (massive open online courses) and their potential role in online learning in higher education. It covers the history and characteristics of MOOCs, current issues regarding their pedagogy and business models, and ethical concerns about commercializing education. While MOOCs increase access to free high-quality content, they have a long way to go to address principles of online learning established by open universities. There are also concerns they could undermine public education and amount to cultural imperialism if exported globally without consideration of local needs.
IT as a Utility Network+: Libraries of the Future - Sir Duncan Rice Library, ...Steve Brewer
This introduction was given by Steve Brewer. The event continued the series of workshops on the theme of Libraries of the Future with a focus on community engagement. We were very pleased to welcome participants to the Sir Duncan Rice Library at the University of Aberdeen. This new library describes itself as a 21st century space for learning and research having been opened less than two years ago. We welcome all those with an interest in the theme of Libraries of the Future and especially those concerned with outreach and community activities and related knwoledge management.
Keynote speakers:
Sarah Chapman from Aberdeen University Special Collections department
Simon Burnett from Robert Gordon University
The agenda for the two day event was as follows:
11:30 - 12:00 - registration
12:00 - 13:00 - welcome and introduction to the IT as a Utility Network+ (light buffet lunch available)
13:00 - 13:45 - talk: knowledge management for libraries + questions
13:45 - 14:15 - Community engagement - key issues?
14:15 - 15:00 - break out groups - discussion of community engagement key issues
15:00 - 15:20 - coffee break
15:20 - 15:50 -Report back from break out groups
15:50 - 16:50 - Discussion on emerging ideas
16:50 - 17:30 - Identification of possible follow on actions
Evening meal - Bauhaus
09:00 - 09:15 - welcome coffee and pastries
09:15 - 09:30 - Recap from day one
09:30 - 10:00 - talk: community engagement (from the Sir Duncan Rice Library library team)
10:00 - 11:00 - library tour
11:00 - 11:15 - coffee break
11:15 - 12:30 - community engagement - discussion
12:30 - 13:30 - working lunch - agreement on follow in actions and recommendations on community engagement.
We are on the brink of a fundamental shift in society. As we journey towards the Networked
Society we are unlocking the full potential of learning and education. Students and
progressive teachers, empowered by technology, are turning established models on their
heads while new skills and educational platforms are redefining our systems and institutions.
This document outlines 10 lessons about digital scholarship based on 10 short videos. The lessons include: 1) digital scholarship is not just for "geeks" but involves knowledge sharing, creation, and networking; 2) researchers are caught between traditional publishing norms and the potential of digital tools; 3) interdisciplinarity is facilitated by digital networks; 4) everyone can now broadcast as a public scholar; 5) teaching must adapt to the attention economy; 6) digital tools allow rethinking research methods; 7) new skills are required to use digital tools; 8) digital changes will impact fields even if ignored; 9) digital tools enable alternatives to traditional practices; and 10) the benefits of open digital systems should not be overlooked due to
Connectivism: Navigating through Cultural & Social LayersAsako Yoshida
This document discusses connectivism and how it relates to learning in a digital age. It provides background on a study of digital youth and their engagement with social media and online networks. It also profiles a man named Lantis who was involved in the fansubbing scene since middle school. Finally, it summarizes some of the key principles of connectivism according to George Siemens, including that learning resides in diversity of opinions and in non-human appliances, and that the ability to see connections is a core skill.
Keynotes presentation by Phil Richards, Jisc Chief Innovation Officer at Cetis Conference 2014: Building the Digital Institution on the 17th June 2014 at the University of Bolton
JISC Institutional Innovation Support and SynthesisGeorge Roberts
This document outlines the support and synthesis activities of an institutional innovation support team. It discusses using an asset-based community development approach to improve educational technology projects. It identifies initial project clusters and stakeholders. It also describes the support structure including analysis and discovery teams, support and synthesis activities like conferences and cluster events, and benefits like fostering institutional innovation centers.
Open and online connections community and reality Sheila MacNeill
Slides for webinar (14/3/14. with Catherine Cronin as part of the University of Sussex open education week activities. More information available @http://rustleblog.wordpress.com/open-education-week-2014/
This document summarizes a panel discussion on the impact of open educational resources (OER). The panelists discussed OER definitions, the William & Flora Hewlett Foundation goals of increasing access to knowledge, and assumptions for OER success including developing an ecosystem through collaboration. The Cape Town Declaration supporting open education was also mentioned. The document concludes by describing UNESCO's online community for discussing OER issues with over 600 members from 98 countries.
Digital scholarship encompasses changes in scholarly practice resulting from digital technologies, including more open and collaborative practices. While some researchers are cautiously adopting new tools, cultural and incentive structures still favor traditional methods of peer-reviewed publishing and face-to-face collaboration. For digital scholarship to be fully recognized, guidelines and metrics may need to adapt, but forcing change could undermine current peer review and tenure systems. Overall digital technologies offer opportunities to radically change practices, but determining their impact will depend on how researchers and institutions steer their development and adoption.
The document discusses how disruptive technologies and new pedagogical possibilities relate to current web trends and their implications for the future of ICT provision for learners and researchers. It presents dichotomies between expert view vs mutual negotiation, free loaders vs reuse, slow vs fast time, participation vs acquisition, strangeness vs familiarity, static vs participatory knowledge, and individualistic vs social education vs Web 2.0.
This document discusses the evolution of the web from Web 1.0 to Web 2.0 to Web 3.0. Web 1.0 focused on linking information, Web 2.0 focused on linking people and user participation through tools like social media. Web 3.0 is proposed to link knowledge by connecting existing data in new ways. The document also discusses how these changes impact evaluation practices, requiring evaluators to engage with online communities using new online tools and approaches like crowdsourcing.
Fabelier.org is a hacker space founded in 2009 with about 120 members. It is hosted at the Centre for Interdisciplinary Research in Paris for €1500 per year. The hacker space holds hands-on workshops and code sprints on various projects related to open networks, expanding Wikipedia, criteria-based meetings, and ceramic pollution mapping. Notable speakers have included Richard Stallman, François Taddei, and Jean-Baptiste Labrune. Upcoming events include talks on food hacking, DIY biology, and open currency. A study found the median age of hackerspace members is 29, with most having college education and being motivated by meeting people and fun in contributing an average of 10
IWMW 2002: Legislation, Disabilities and Education Web Sites.pptIWMW
TechDis is a JISC center focused on enhancing access to education for disabled students through technology. Their projects include evaluating the accessibility of virtual learning environments, examining wireless networking issues for deaf students, and identifying tools to help web developers comply with legislation like SENDA requiring reasonable adjustments and prohibiting less favorable treatment of disabled students. SENDA brings education under disability discrimination law from 2002 onward, and a relevant legal case established that organizations have a duty to provide accessible websites.
The document discusses open learning models using wikis and predictions about the future of higher education institutions. It mentions the history of open learning and tools for open and borderless learning like wikis, blogs, open textbooks, and MOOCs. It also contrasts concepts like control vs empoweration, education vs learning, and standardization vs accessibility in online learning.
This situation is constructivist. Constructivism focuses on the individual learner building knowledge based on their own experiences, while social constructivism emphasizes the role of social interaction and culture in learning.
DH2013: Stuart Dunn - An emerging field(?): defining the fundamentals of huma...dhlab
Presentation by Stuart Dunn in the workshop "Strategies for user generated content and crowdsourcing in museums and cultural heritage" at DH2013, Marseille
Inclusive Learning and Google Apps - presentation by Shirley Evans of JISC TechDis at GEUG12, the Google Apps for Education European User Group.
There has been a lot of interest recently about Google apps and accessibility issues and Google are moving forward with improvements. What is also of interest is the extent to which the use of Google apps can promote inclusive and personalised learning.
This document discusses navigating community development. It outlines 4 stages of community development: identification, evaluation, prioritization, and implementation. It also discusses asset based community development and evaluation of good and bad community projects. Social media is presented as a useful tool for networking, generating discussion, and promoting projects when used carefully and ethically. Examples provided are using Facebook for communities of practice, Twitter for broadcasting ideas, and Wordpress for personal research blogs. The presentation encourages hyper-interactivity and provides URLs for viewing it again or learning more about the topic.
We’ve seen many major industries undergo dramatic change in the last decade (i.e. manufacturing, newspapers, and customer service). With the introduction of MOOCs, adaptive learning systems, and content-delivery platforms, higher education doesn’t seem as “untouchable” as it used to. How can you stay ahead of the trends and stay relevant in this new world of technology-enhanced education?
IT as a Utility Network+: Libraries of the Future - Sir Duncan Rice Library, ...Steve Brewer
This introduction was given by Steve Brewer. The event continued the series of workshops on the theme of Libraries of the Future with a focus on community engagement. We were very pleased to welcome participants to the Sir Duncan Rice Library at the University of Aberdeen. This new library describes itself as a 21st century space for learning and research having been opened less than two years ago. We welcome all those with an interest in the theme of Libraries of the Future and especially those concerned with outreach and community activities and related knwoledge management.
Keynote speakers:
Sarah Chapman from Aberdeen University Special Collections department
Simon Burnett from Robert Gordon University
The agenda for the two day event was as follows:
11:30 - 12:00 - registration
12:00 - 13:00 - welcome and introduction to the IT as a Utility Network+ (light buffet lunch available)
13:00 - 13:45 - talk: knowledge management for libraries + questions
13:45 - 14:15 - Community engagement - key issues?
14:15 - 15:00 - break out groups - discussion of community engagement key issues
15:00 - 15:20 - coffee break
15:20 - 15:50 -Report back from break out groups
15:50 - 16:50 - Discussion on emerging ideas
16:50 - 17:30 - Identification of possible follow on actions
Evening meal - Bauhaus
09:00 - 09:15 - welcome coffee and pastries
09:15 - 09:30 - Recap from day one
09:30 - 10:00 - talk: community engagement (from the Sir Duncan Rice Library library team)
10:00 - 11:00 - library tour
11:00 - 11:15 - coffee break
11:15 - 12:30 - community engagement - discussion
12:30 - 13:30 - working lunch - agreement on follow in actions and recommendations on community engagement.
We are on the brink of a fundamental shift in society. As we journey towards the Networked
Society we are unlocking the full potential of learning and education. Students and
progressive teachers, empowered by technology, are turning established models on their
heads while new skills and educational platforms are redefining our systems and institutions.
This document outlines 10 lessons about digital scholarship based on 10 short videos. The lessons include: 1) digital scholarship is not just for "geeks" but involves knowledge sharing, creation, and networking; 2) researchers are caught between traditional publishing norms and the potential of digital tools; 3) interdisciplinarity is facilitated by digital networks; 4) everyone can now broadcast as a public scholar; 5) teaching must adapt to the attention economy; 6) digital tools allow rethinking research methods; 7) new skills are required to use digital tools; 8) digital changes will impact fields even if ignored; 9) digital tools enable alternatives to traditional practices; and 10) the benefits of open digital systems should not be overlooked due to
Connectivism: Navigating through Cultural & Social LayersAsako Yoshida
This document discusses connectivism and how it relates to learning in a digital age. It provides background on a study of digital youth and their engagement with social media and online networks. It also profiles a man named Lantis who was involved in the fansubbing scene since middle school. Finally, it summarizes some of the key principles of connectivism according to George Siemens, including that learning resides in diversity of opinions and in non-human appliances, and that the ability to see connections is a core skill.
Keynotes presentation by Phil Richards, Jisc Chief Innovation Officer at Cetis Conference 2014: Building the Digital Institution on the 17th June 2014 at the University of Bolton
JISC Institutional Innovation Support and SynthesisGeorge Roberts
This document outlines the support and synthesis activities of an institutional innovation support team. It discusses using an asset-based community development approach to improve educational technology projects. It identifies initial project clusters and stakeholders. It also describes the support structure including analysis and discovery teams, support and synthesis activities like conferences and cluster events, and benefits like fostering institutional innovation centers.
Open and online connections community and reality Sheila MacNeill
Slides for webinar (14/3/14. with Catherine Cronin as part of the University of Sussex open education week activities. More information available @http://rustleblog.wordpress.com/open-education-week-2014/
This document summarizes a panel discussion on the impact of open educational resources (OER). The panelists discussed OER definitions, the William & Flora Hewlett Foundation goals of increasing access to knowledge, and assumptions for OER success including developing an ecosystem through collaboration. The Cape Town Declaration supporting open education was also mentioned. The document concludes by describing UNESCO's online community for discussing OER issues with over 600 members from 98 countries.
Digital scholarship encompasses changes in scholarly practice resulting from digital technologies, including more open and collaborative practices. While some researchers are cautiously adopting new tools, cultural and incentive structures still favor traditional methods of peer-reviewed publishing and face-to-face collaboration. For digital scholarship to be fully recognized, guidelines and metrics may need to adapt, but forcing change could undermine current peer review and tenure systems. Overall digital technologies offer opportunities to radically change practices, but determining their impact will depend on how researchers and institutions steer their development and adoption.
The document discusses how disruptive technologies and new pedagogical possibilities relate to current web trends and their implications for the future of ICT provision for learners and researchers. It presents dichotomies between expert view vs mutual negotiation, free loaders vs reuse, slow vs fast time, participation vs acquisition, strangeness vs familiarity, static vs participatory knowledge, and individualistic vs social education vs Web 2.0.
This document discusses the evolution of the web from Web 1.0 to Web 2.0 to Web 3.0. Web 1.0 focused on linking information, Web 2.0 focused on linking people and user participation through tools like social media. Web 3.0 is proposed to link knowledge by connecting existing data in new ways. The document also discusses how these changes impact evaluation practices, requiring evaluators to engage with online communities using new online tools and approaches like crowdsourcing.
Fabelier.org is a hacker space founded in 2009 with about 120 members. It is hosted at the Centre for Interdisciplinary Research in Paris for €1500 per year. The hacker space holds hands-on workshops and code sprints on various projects related to open networks, expanding Wikipedia, criteria-based meetings, and ceramic pollution mapping. Notable speakers have included Richard Stallman, François Taddei, and Jean-Baptiste Labrune. Upcoming events include talks on food hacking, DIY biology, and open currency. A study found the median age of hackerspace members is 29, with most having college education and being motivated by meeting people and fun in contributing an average of 10
IWMW 2002: Legislation, Disabilities and Education Web Sites.pptIWMW
TechDis is a JISC center focused on enhancing access to education for disabled students through technology. Their projects include evaluating the accessibility of virtual learning environments, examining wireless networking issues for deaf students, and identifying tools to help web developers comply with legislation like SENDA requiring reasonable adjustments and prohibiting less favorable treatment of disabled students. SENDA brings education under disability discrimination law from 2002 onward, and a relevant legal case established that organizations have a duty to provide accessible websites.
The document discusses open learning models using wikis and predictions about the future of higher education institutions. It mentions the history of open learning and tools for open and borderless learning like wikis, blogs, open textbooks, and MOOCs. It also contrasts concepts like control vs empoweration, education vs learning, and standardization vs accessibility in online learning.
This situation is constructivist. Constructivism focuses on the individual learner building knowledge based on their own experiences, while social constructivism emphasizes the role of social interaction and culture in learning.
DH2013: Stuart Dunn - An emerging field(?): defining the fundamentals of huma...dhlab
Presentation by Stuart Dunn in the workshop "Strategies for user generated content and crowdsourcing in museums and cultural heritage" at DH2013, Marseille
Inclusive Learning and Google Apps - presentation by Shirley Evans of JISC TechDis at GEUG12, the Google Apps for Education European User Group.
There has been a lot of interest recently about Google apps and accessibility issues and Google are moving forward with improvements. What is also of interest is the extent to which the use of Google apps can promote inclusive and personalised learning.
This document discusses navigating community development. It outlines 4 stages of community development: identification, evaluation, prioritization, and implementation. It also discusses asset based community development and evaluation of good and bad community projects. Social media is presented as a useful tool for networking, generating discussion, and promoting projects when used carefully and ethically. Examples provided are using Facebook for communities of practice, Twitter for broadcasting ideas, and Wordpress for personal research blogs. The presentation encourages hyper-interactivity and provides URLs for viewing it again or learning more about the topic.
We’ve seen many major industries undergo dramatic change in the last decade (i.e. manufacturing, newspapers, and customer service). With the introduction of MOOCs, adaptive learning systems, and content-delivery platforms, higher education doesn’t seem as “untouchable” as it used to. How can you stay ahead of the trends and stay relevant in this new world of technology-enhanced education?
This document discusses the reasons why the author chose to teach at a community college rather than finish their PhD. It also outlines the author's approach to teaching, which is informed by reading works in their field and education blogs. The author describes being involved in educational research by proposing interventions for students, studying their impact, and publishing the results. The author proposes a new model for research that could crowdsource data collection from community college instructors to universities to accelerate the pace of research.
Technology enhanced learning (TEL) aims to enrich education through new and existing learning experiences using technology, according to Laurillard, Oliver, Wasson & Hoppe. While some technologies may become obsolete, TEL has the potential to benefit both educators and students if implemented effectively. The purpose of the TEL group is to establish aims, priorities, and a meeting schedule to explore how technology can most positively impact learning.
This document discusses machine learning applications and provides examples. It begins with an overview of machine learning algorithms being used in parallel to combine results from individual classifiers and extract all possible information from datasets. It then provides examples of mobile marketplaces using machine learning for fraud detection, personalization, and other applications. It concludes by discussing how machine learning can be incorporated into design to make use of visual, aural, corporal, and environmental inputs.
Taking forward change in technology-enhanced educationRichard Hall
My presentation for the JISC-funded Strategy Cascade: Taking forward change in technology-enhanced education workshop, run by Mark Johnson [University of Bolton] and Keith Smythe [Edinburgh Napier University]. See: http://strategycascade.wordpress.com/
Evidence-based practice in technology-enhanced learningJisc
How much do we know about what works in technology-enhanced learning in higher education?
How can universities and course teams ensure that they’re making most effective use of technology to improve students’ learning experience?
In this workshop you will hear from a range of universities on how they explore impact and what they’ve discovered about what works, and share any findings of your own.
We will also discuss how the evidence base can be brought together and made more accessible.
How does technology-enhanced learning contribute to teaching excellence?Jisc
Speakers:
Sarah Davies, head of higher eduaction and student experience, Jisc
Dr Rhona Sharpe, deputy HR director and head of OCSLD, Oxford Brookes University
Prof Paul Bartholomew, pro vice-chancellor student experience, Ulster University
The introduction of the Teaching Excellence Framework (TEF) has focused attention on how technology-enhanced learning contributes to teaching excellence, and how we can begin to evidence this.
In this session our speakers will consider what strategies universities can use to engage staff and students in order to make the most of technology to support learning, teaching and the student experience.
We also discuss how pedagogy can drive take-up of technology enhanced learning, and how technology-enhanced approaches can contribute to the TEF.
A Guide to SlideShare Analytics - Excerpts from Hubspot's Step by Step Guide ...SlideShare
This document provides a summary of the analytics available through SlideShare for monitoring the performance of presentations. It outlines the key metrics that can be viewed such as total views, actions, and traffic sources over different time periods. The analytics help users identify topics and presentation styles that resonate best with audiences based on view and engagement numbers. They also allow users to calculate important metrics like view-to-contact conversion rates. Regular review of the analytics insights helps users improve future presentations and marketing strategies.
The document discusses how information and communication technologies (ICT) can help personalize learning and engage students. It outlines elements of personalization like interactivity, deeper learning, and student voice that are enabled through ICT. The document also addresses hurdles to personalization through ICT like change management issues, cost implications, and shifting school culture to embrace new technologies. It encourages starting small with personalization projects and emphasizes support from digitally native students and staff members.
Keynote: Innovation Paths in technology-mediated human networks", Petros Kava...HelleniceTwinning NSS
This presentation discusses two technology trends in education: dynamic network-embedded learning and computer-assisted project-based learning. Dynamic network-embedded learning involves open access to knowledge through open educational resources and massive open online courses. This disrupts traditional teaching and allows flexible, personalized learning. Computer-assisted project-based learning uses digital tools to support project work including data gathering, research, documentation, collaboration, and output sharing. The growth of technology-mediated networks is driving innovation in education, requiring the design of efficient learning systems through measuring community engagement and performance.
Copyright, E-learning and Digital Literacy: teaching and learning in the digi...Jane Secker
This document discusses the impact of technology on teaching and learning in the digital age. It addresses topics such as e-learning, MOOCs, information literacy, digital literacy, and copyright literacy. The author argues that embedding open practices through education of librarians, teachers, students, and other professionals can help address issues around copyright infringement and promote ethical use of information. Literacies like digital literacy, information literacy, and copyright literacy are important to teach students to be informed citizens and engage fully in today's digital society.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Promoting Metaliteracy and Metacognition in Collaborative Teaching and LearningTom Mackey
Trudi Jacobson and Tom Mackey present on metaliteracy as part of a panel at the NOLA Information Literacy Collective on Friday, August 11, 2017. This virtual presentation defines metaliteracy, discusses the ACRL Framework for Information Literacy for Higher Education, and examines the metaliteracy learning goals and objectives. Specific metaliteracy related projects such as the competency based digital badging system and Massive Open Online Courses (MOOCs) are examined as well.
The school's ICT policy aims to develop students' ICT skills while ensuring their safe and responsible use of technology. It outlines integrating ICT across the curriculum, procuring appropriate resources, training teachers in innovative practices, and designating an e-learning coordinator to manage the program and assess student progress in achieving stated computing objectives. References to support the policy are included from literature on effective ICT pedagogy, online safety, and the role of technology in primary education.
Virtually Real Open Practice presentation #1527 at OER17
Theme: Participation & Social Equality
Author: Chris Follows
Technology is rapidly transforming the way we live, learn, work and interact. This paper aims to highlight and support debate around how we ‘teach digital’ in creative arts education and what potential impacts the UK digital economy could have on current and emerging digital practices and open education.
Emergent technologies such as Virtual Reality (VR) can present new challenges for teachers who are struggling to integrate evolving digital practices into the curriculum. As a result, new technologies & practices remain inaccessible and therefore reside outside the curriculum, not too dissimilar to challenges faced by those exploring open education integration at University of the Arts London (UAL).
The pace of technological change and its impact on the day-to-day practices of University staff and students is fast becoming an issue for everyone. Could the process of Digital Transformation be an opportunity for the open education movement & communities to explore new models of mainstream integration?
This document summarizes key trends in technology and their impact on education. It notes that digital information is growing exponentially, content and knowledge are becoming globally shared, and students increasingly expect to access materials online. It advocates for the use of open educational resources to reduce costs and connect students worldwide to knowledge. The document argues that educational institutions must embrace online and collaborative learning to remain relevant and meet growing student demand in a rapidly changing technological landscape.
This document discusses the impact of information and communication technologies (ICT) and digital media on education. It describes how the internet has led to more participatory and open forms of media where users have more control over content creation and sharing. This has implications for how learning is designed and delivered. Traditional education institutions will need to adapt to how the new generation of learners interacts and shares information online both inside and outside of formal education settings. The document also outlines different elearning models and tools that can be used to support blended and online learning.
The Digital Natives Meme. Why context is more important than technologyChris Hall
Paper given at 8th International JTEFS/BBCC Conference "Sustainable Development. Culture. Education", UNESCO, Paris 17/05/2010
Rising student numbers, greater funding pressure and an increasing consumerisation of education pose dilemmas for educators. Additionally, we are told that technology is going to transform education; that a new breed of young people, who have not known a world without pervasive electronic technology, are entering education; that this will lead to a paradigm shift and those unable or unwilling to make the change will be swept away. However, recent research shows this may not be the case. Using examples from an ongoing study of university students' experiences of using technology, this paper argues that a debate that is framed by thoughts of an army of homogeneous digital natives will produce technology 'solutions' that are unsustainable. It will go on to argue that a more context based approach towards the use of technology is needed in order to provide sustainable solutions to the issues facing educators in the 21st century
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.
These are sldies from keynote at TCC2013, the 18th annual online conference hosted from Hawaii. These are mostly a remix of ideas from my 3 Generations of Online pedagogy and EQiv theories with examples from MOOCs
This document outlines the agenda for a two-day symposium on new roles for libraries in education, MOOCs, eLearning and gamification. Day one will include discussions on opportunities for libraries in eLearning, the underpinnings of eLearning and MOOCs, and examples of eLearning in libraries and research. Day two will cover supporting eLearning, MOOC toolkits, online learning platforms, and brainstorming future library roles. The symposium aims to explore how libraries can support, provide or create eLearning opportunities and what the future may hold in this area.
Educational technology, academic labour, and a pedagogy for class struggleRichard Hall
My presentation at the Critical Pedagogies: Equality and Diversity in a Changing Institution, Interdisciplinary Symposium at the University of Edinburgh, on Friday 6 September, 2013. See: http://www.richard-hall.org/2013/09/01/educational-technology-academic-labour-and-a-pedagogy-for-class-struggle/
The Next Generation of Online Social Media Applications in Educationbeboac
The document summarizes a presentation on the next generation of online social media applications in education. It discusses emerging technologies like MOOCs, gamification, social machines, ubiquitous learning, and the potential of integrating physical objects and sensors into online learning networks. While early social media focused on familiar Web 2.0 models, new innovations in connected devices and machine-to-machine communication could support novel educational paradigms that realize visions of lifelong learning without physical boundaries.
Faculty center dh talk 2 s2016 pedagogical provocationsJennifer Dellner
This document discusses digital humanities (DH) pedagogy and contrasts it with traditional "ed tech" approaches. It argues that DH is local and contextual, involving specific configurations of tools, faculty, and students based on an institution's strengths and mission. DH emphasizes hands-on learning through making and production, using tools like programming, audio/video creation, and mapping in project-based ways. Examples provided include open-access textbook projects, rewriting Wikipedia, and digital mapping and narrative projects. The document advocates for DH approaches that encourage exploration, distraction, and making over purely delivering content.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
The Future of Learning Technology in UK Higher Education
At Microsoft it’s essential that we understand how we can support
innovative individuals, businesses and organisations to shape the future – and there is no more important area for innovation than Higher Education.
Introduction
Learning delivery in Higher Education Institutions (HEIs) is
being reshaped before our eyes, thanks in part to advances
in technology and the new pedagogical theories facilitated by
that technology.
In order to understand more about the ever-evolving
relationship between technology and learning, we spent time
speaking with six of the UK’s leading learning technologists
working within HEIs.
In a series of interviews exploring current practice, changing
needs and key trends, we were able to establish how digital
devices are being used in universities and how cutting-edge
technology can continue to compliment a sector experiencing
fresh emphasis on collaboration, creation and innovation.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. Rhetoric vs Reality
Some thoughts about
technology adoption in UK HEIs
Jim Pettiward
Blended Learning Facilitator
London Metropolitan University
www.123rf.com
3. The rhetoric..
“Since the dawn of digital education, pundits have
dreamt about the potential to provide every
student with access to brilliant digital content that
thoughtfully merges the best software, subject-
matter knowledge, and pedagogy…”
Keith Hampson (2012) HE Management Blog, 2012
http://inanimatealice.com/
4. The reality…
Virtual Worlds
Game-Based Learning
2006
Learning Management Systems
2012
Web 2.0?
5. Institutional Barriers
• ICT infrastructure and services
• Lack of time and resources for staff
development (role of academics?)
• Transmission model of education
• ‘Perpetual beta’
CC-BY-2.0 ‘Tropewell’
6. “we need a sea change in the default
position from ‘we buy it, we control it, we
procure it, we install it’ to ‘we’re working with
you but it’s actually yours’.”
John Traxler, Professor or Mobile Learning and Director of Learning Lab, University of
Wolverhampton
7. Digital Literacy: “Those capabilities
which equip an individual for living,
learning and working in a digital
society” (JISC LLiDA, 2009)
CC-BY-ND UMPCportal.com
8. Elements of Digital Literacy
Doug Belshaw, 2011
http://www.slideshare.net/dajbelshaw/
9. “We should see a university or college as a
design organisation where they are
designing and developing new forms of
teaching and learning rather than just
responding to innovations in technology or
changes in policy.”
Professor Mike Sharples, Professor of Learning Sciences and Director of the Learning Sciences
Research Institute, University of Nottingham
Intro: virtual idealism to mundane reality… from the ‘chalkface’ of Higher Ed. About me: Blended Learning Facilitator – 10 yrs ago ?? – preparing students for jobs which don’t yet exist… exaggeration but highlights the pace of change which is astonishing and worth repeating.
He goes on to say: “Unfortunately, this vision crashes headfirst with conventional notions about the role of academics in teaching, how we finance course development and how reputation for both academics and institutions relies so heavily on subject-matter knowledge.” It’s not accidental that rich media is largely limited to K12 and corporate learning contexts; they have different business models that better enable the use of this kind of content.
There has always been hype around educational technologies. Over the last few years there’s been hype around Virtual Learning Environments (LMS), Virtual Worlds (Second Life), Game-based learning - but these have either failed to live up to expectations or are niche activities carried out be small pockets of innovators.
Digital Natives vs Immigrants – fallacy. Better dichotomy is visitors / residents (david white, Oxford Uni) Need to distinguish between knowing your way round hardware (phones, pcs, games consoles) and social media and knowing how to do something useful with it.