A brief survey of the not-so-brief history of textbooks, from parchment to science fiction, from Euclid's Elements to Neal Stephenson's Diamond Age, with quick stops at Hypercard, Khan Academy, Knewton and Versal
Does learning and teaching change with the introduction of Web 2.0 and social, connective intelligence? Should we think of a possible, different pedagogical approach?
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
The document discusses examples of assessment methods in open education that seek to bring together community engagement, research, publication, and peer assessment in an open and networked way. Three examples are provided: 1) A psychology student-authored open textbook where an essay assignment was changed to writing a textbook chapter. 2) A sport studies course where assignments were published papers in a student journal, presentations were screen-based, and exams were open-book. 3) A journalism course where an assignment was to get a story published on Wikinews to pass. The document concludes with principles of practice for this type of assessment and suggestions for further applications.
http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning
Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media.
Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices
Chris West presented to the Teaching & Learning Group on learning through new technologies. He discussed how technologies can both bewilder students accustomed to the 20th century as well as enable new forms of learning in the 21st century. Some technologies mentioned include blogs, podcasts, internet forums, wikis, and tools that allow for collaboration and sharing of resources. The presentation explored how these technologies can facilitate learning both in and out of school.
This document discusses opening up classrooms through social web technologies. It describes how students can partner with people around the world, such as connecting with astronauts through blogging. Examples provided include middle school students podcasting about math and elementary students contributing to Wikipedia. The importance of personal learning networks is discussed as a way for teachers and students to expand learning beyond traditional walls of the classroom.
Instructional Design Trends: The King Is Dead, Long Lives The King!Stefanie Panke
This document discusses the history and evolution of e-learning. It notes that while e-learning started with technologies like lecture recording services, it has expanded to include user-generated content on platforms like Wikipedia and Flickr. Modern e-learning focuses on personal learning environments and open educational resources that empower learners. The document examines different perspectives and theories of e-learning design. It concludes that e-learning is driven by emerging technologies but also accumulates best practices for instructional design to support self-directed, lifelong learners.
Does learning and teaching change with the introduction of Web 2.0 and social, connective intelligence? Should we think of a possible, different pedagogical approach?
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
The document discusses examples of assessment methods in open education that seek to bring together community engagement, research, publication, and peer assessment in an open and networked way. Three examples are provided: 1) A psychology student-authored open textbook where an essay assignment was changed to writing a textbook chapter. 2) A sport studies course where assignments were published papers in a student journal, presentations were screen-based, and exams were open-book. 3) A journalism course where an assignment was to get a story published on Wikinews to pass. The document concludes with principles of practice for this type of assessment and suggestions for further applications.
http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning
Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media.
Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices
Chris West presented to the Teaching & Learning Group on learning through new technologies. He discussed how technologies can both bewilder students accustomed to the 20th century as well as enable new forms of learning in the 21st century. Some technologies mentioned include blogs, podcasts, internet forums, wikis, and tools that allow for collaboration and sharing of resources. The presentation explored how these technologies can facilitate learning both in and out of school.
This document discusses opening up classrooms through social web technologies. It describes how students can partner with people around the world, such as connecting with astronauts through blogging. Examples provided include middle school students podcasting about math and elementary students contributing to Wikipedia. The importance of personal learning networks is discussed as a way for teachers and students to expand learning beyond traditional walls of the classroom.
Instructional Design Trends: The King Is Dead, Long Lives The King!Stefanie Panke
This document discusses the history and evolution of e-learning. It notes that while e-learning started with technologies like lecture recording services, it has expanded to include user-generated content on platforms like Wikipedia and Flickr. Modern e-learning focuses on personal learning environments and open educational resources that empower learners. The document examines different perspectives and theories of e-learning design. It concludes that e-learning is driven by emerging technologies but also accumulates best practices for instructional design to support self-directed, lifelong learners.
The document discusses different architectures of education, including traditional universities, open online learning communities, social networks for education startups, and artist-led learning projects. It provides examples of each type such as Wikiversity and the School of Everything startup. The document advocates for more open, participatory and social architectures for learning that take advantage of online tools and networks.
This document discusses using wikis in the classroom. It begins by defining a wiki as a website that allows collaborative editing by users. It then reviews the history and creation of wikis, led by Ward Cunningham in 1994. Examples of top wiki sites are provided. Early concerns about the reliability of wikis are outlined, such as accuracy and expertise of editors. However, it notes that wikis can now be trusted as they are monitored and accuracy has improved. The document proposes using a wiki as a think tank in class, allowing students to contribute pages and discussions. It provides examples of how wikis can be used as websites for collaboration and organizing information.
This document discusses harnessing users' creativity through new age tools. It examines how different generations learn differently due to technological advances. Specifically, it explores how mobile devices are transforming learning by making it more personalized and learner-centric. The document outlines several emerging models of online and blended universities that are harnessing new technologies to foster more collaborative, peer-based learning. It concludes by emphasizing the need for education systems to adapt to the learning preferences of the "Net Generation" by incorporating more engaging, relevant and hands-on approaches utilizing new technologies.
Updated WikiQuals Pecha Kucha that I gave in the Educate, Agitate, Organise strand of Critical Pedagogies Symposium at Edinburgh University on September 6th 2013
A general talk on wikis and their uses in libraries. Given by me (Claire Bell) on 20th April 2009 at the Glucksman Library, University of Limerick. Part of the LNSS 23 Things training.
The document discusses a vision for 21st century classrooms where students use technology tools to write, communicate, collaborate, and contribute their work to a global audience. Key aspects include providing laptops and wireless access, integrating technology into the curriculum, and emphasizing skills like critical thinking, creativity, communication and collaboration. A proposed Reading Enrichment Academy would provide project-based learning opportunities for students to demonstrate these skills through final projects.
The presentation gives an introduction to the origins of EduCamp, the key principles, helpful rules and challenges in organisating such an event. Finally some survey results from the 3rd EduCamp in Ilmenau are presented.
The document discusses using wikis in a junior school in Cape Town, South Africa. It provides examples of how different grades have used wikis for projects on geography, early man, writing, and more. Ideas are presented for creating tables and chains stories in a wiki. Resources are shared on creating wikis and using them for classroom projects, including slideshows and videos that provide more information on implementing wikis. Contact details are also included for the author.
Academic Earth is a non-profit organization founded in 2009 by Richard Ludlow with the goal of providing free, online access to educational content from top universities worldwide in order to make high-quality education available to everyone. The organization builds an educational ecosystem that centralizes online courses and lectures to make learning easier through finding, interacting with, and learning from video content on their user-friendly website. Academic Earth partners with universities to share their open educational resources and make full video lectures accessible online.
The document discusses the changing nature of education with the rise of internet and new technologies. It argues that traditional educational institutions may no longer be needed in the future. Instead, personalized learning environments enabled by web technologies can empower learners to pursue knowledge more freely and collaboratively through connections in online networks and communities. A few examples mentioned are personal learning environments, massive open online courses, and open learning resources on platforms like Wikiversity and P2PU.
Ward Cunningham created the first wiki in 1995 as a quick way to collaboratively publish information on the web. Wikis allow any user to easily edit and create pages. Wikipedia is the largest wiki, started in 2001, and now has over 1.2 million articles across 200 languages. Wikis provide a way for distributed teams to collaborate instantly by allowing anyone to edit pages, with version tracking to revert changes, though they require management to prevent spam and vandalism.
Ward Cunningham created the first wiki in 1995 as a quick way to collaboratively publish information on the web. Wikis allow any user to easily edit and create pages. Wikipedia is the largest wiki, started in 2001, and now has over 1.2 million articles across 200 languages. Wikis provide a way for distributed teams to collaborate instantly by allowing anyone to edit pages, with version tracking to revert changes, though they require management to prevent spam and vandalism.
The document discusses the concept of open education and how it has evolved with new technologies. Open education refers to the open access, publishing, networking and architecture enabled by the Internet. It allows anyone to access, publish and share knowledge freely online. This contrasts with traditional closed systems of education. The talk advocates for more open systems that are interoperable, modular and learner-centered rather than institution-centered. Moving forward, open education may also include open teaching models and credentialing.
Telecommunication has evolved greatly over time from early forms like smoke signals to modern technologies like the internet. It began with the telegraph and telephone in the late 1800s, allowing for voice and text-based communication over distances. Television and radio emerged in the early-mid 1900s as broadcast media. Computers and the internet revolutionized distance learning in the 1970s by facilitating virtual classrooms and degree programs for remote students. Modern telecommunication technologies like video conferencing, educational television programs, and internet-based learning have expanded access to education on a global scale.
This document defines and provides brief histories of common online terminology including electronic mail, wikis, social bookmarking, HTML, podcasting, VoIP, online chat, the World Wide Web, streaming, blogging, social networking, URLs, and web feeds. It explains things like how email was invented by Ray Tomlinson in 1971 using ARPANET, wikis were developed by Ward Cunningham in 1994, and social bookmarking services like Delicious made tagging and sharing bookmarks popular. The document provides concise overviews of the origins and definitions of these fundamental online concepts.
Overview of ideas and concepts presented in recent *in education* article. Some slides are repeats from previous presentations, but we also tried to include some new ideas and concepts to move the conversation ahead.
The document discusses how the internet is revolutionizing education by enabling open access to educational resources through various platforms. It describes several online initiatives like MIT OpenCourseWare, Khan Academy, Academic Earth, and Open Culture that provide free access to course materials, lectures, and cultural/educational media. It also discusses how technologies like Skype can be used to improve literacy worldwide by connecting students to remote storytellers. While acknowledging the benefits of online learning, it questions if the internet can fully replace higher education and cautions that some careers still require formal training and certification.
Wikipedia Primary School Cape Town 2014Iolanda Pensa
This document outlines the Wikipedia Primary School project. The project aims to provide content on Wikipedia to complete primary education curriculums in various languages. It plans to identify content gaps, trigger new article production and improvements, and involve experts and journals in a peer review process. The goal is to make Wikipedia a better educational resource while not breaking rules or considering it a replacement for traditional education.
Elisa Lanzi, Smith College presentation at VRA 28 Atlanta conference session "Transition to Learning Spaces: Redefining Our Space for the Digital World."
Wikipedia in Medical Education: A subterfugeClare Thomson
A presentation for the OER 2019 conference in Galway, Ireland on 10th April, outlining work on a module based around editing Wikipedia for digital and information literacies gain.
The past and future of textbooks, from Euclid's Elements to Neal Stephenson's Diamond Age, with stops along the way at Hypercard, Khan Academy, MOOCs, SRI and Versal
The document discusses different architectures of education, including traditional universities, open online learning communities, social networks for education startups, and artist-led learning projects. It provides examples of each type such as Wikiversity and the School of Everything startup. The document advocates for more open, participatory and social architectures for learning that take advantage of online tools and networks.
This document discusses using wikis in the classroom. It begins by defining a wiki as a website that allows collaborative editing by users. It then reviews the history and creation of wikis, led by Ward Cunningham in 1994. Examples of top wiki sites are provided. Early concerns about the reliability of wikis are outlined, such as accuracy and expertise of editors. However, it notes that wikis can now be trusted as they are monitored and accuracy has improved. The document proposes using a wiki as a think tank in class, allowing students to contribute pages and discussions. It provides examples of how wikis can be used as websites for collaboration and organizing information.
This document discusses harnessing users' creativity through new age tools. It examines how different generations learn differently due to technological advances. Specifically, it explores how mobile devices are transforming learning by making it more personalized and learner-centric. The document outlines several emerging models of online and blended universities that are harnessing new technologies to foster more collaborative, peer-based learning. It concludes by emphasizing the need for education systems to adapt to the learning preferences of the "Net Generation" by incorporating more engaging, relevant and hands-on approaches utilizing new technologies.
Updated WikiQuals Pecha Kucha that I gave in the Educate, Agitate, Organise strand of Critical Pedagogies Symposium at Edinburgh University on September 6th 2013
A general talk on wikis and their uses in libraries. Given by me (Claire Bell) on 20th April 2009 at the Glucksman Library, University of Limerick. Part of the LNSS 23 Things training.
The document discusses a vision for 21st century classrooms where students use technology tools to write, communicate, collaborate, and contribute their work to a global audience. Key aspects include providing laptops and wireless access, integrating technology into the curriculum, and emphasizing skills like critical thinking, creativity, communication and collaboration. A proposed Reading Enrichment Academy would provide project-based learning opportunities for students to demonstrate these skills through final projects.
The presentation gives an introduction to the origins of EduCamp, the key principles, helpful rules and challenges in organisating such an event. Finally some survey results from the 3rd EduCamp in Ilmenau are presented.
The document discusses using wikis in a junior school in Cape Town, South Africa. It provides examples of how different grades have used wikis for projects on geography, early man, writing, and more. Ideas are presented for creating tables and chains stories in a wiki. Resources are shared on creating wikis and using them for classroom projects, including slideshows and videos that provide more information on implementing wikis. Contact details are also included for the author.
Academic Earth is a non-profit organization founded in 2009 by Richard Ludlow with the goal of providing free, online access to educational content from top universities worldwide in order to make high-quality education available to everyone. The organization builds an educational ecosystem that centralizes online courses and lectures to make learning easier through finding, interacting with, and learning from video content on their user-friendly website. Academic Earth partners with universities to share their open educational resources and make full video lectures accessible online.
The document discusses the changing nature of education with the rise of internet and new technologies. It argues that traditional educational institutions may no longer be needed in the future. Instead, personalized learning environments enabled by web technologies can empower learners to pursue knowledge more freely and collaboratively through connections in online networks and communities. A few examples mentioned are personal learning environments, massive open online courses, and open learning resources on platforms like Wikiversity and P2PU.
Ward Cunningham created the first wiki in 1995 as a quick way to collaboratively publish information on the web. Wikis allow any user to easily edit and create pages. Wikipedia is the largest wiki, started in 2001, and now has over 1.2 million articles across 200 languages. Wikis provide a way for distributed teams to collaborate instantly by allowing anyone to edit pages, with version tracking to revert changes, though they require management to prevent spam and vandalism.
Ward Cunningham created the first wiki in 1995 as a quick way to collaboratively publish information on the web. Wikis allow any user to easily edit and create pages. Wikipedia is the largest wiki, started in 2001, and now has over 1.2 million articles across 200 languages. Wikis provide a way for distributed teams to collaborate instantly by allowing anyone to edit pages, with version tracking to revert changes, though they require management to prevent spam and vandalism.
The document discusses the concept of open education and how it has evolved with new technologies. Open education refers to the open access, publishing, networking and architecture enabled by the Internet. It allows anyone to access, publish and share knowledge freely online. This contrasts with traditional closed systems of education. The talk advocates for more open systems that are interoperable, modular and learner-centered rather than institution-centered. Moving forward, open education may also include open teaching models and credentialing.
Telecommunication has evolved greatly over time from early forms like smoke signals to modern technologies like the internet. It began with the telegraph and telephone in the late 1800s, allowing for voice and text-based communication over distances. Television and radio emerged in the early-mid 1900s as broadcast media. Computers and the internet revolutionized distance learning in the 1970s by facilitating virtual classrooms and degree programs for remote students. Modern telecommunication technologies like video conferencing, educational television programs, and internet-based learning have expanded access to education on a global scale.
This document defines and provides brief histories of common online terminology including electronic mail, wikis, social bookmarking, HTML, podcasting, VoIP, online chat, the World Wide Web, streaming, blogging, social networking, URLs, and web feeds. It explains things like how email was invented by Ray Tomlinson in 1971 using ARPANET, wikis were developed by Ward Cunningham in 1994, and social bookmarking services like Delicious made tagging and sharing bookmarks popular. The document provides concise overviews of the origins and definitions of these fundamental online concepts.
Overview of ideas and concepts presented in recent *in education* article. Some slides are repeats from previous presentations, but we also tried to include some new ideas and concepts to move the conversation ahead.
The document discusses how the internet is revolutionizing education by enabling open access to educational resources through various platforms. It describes several online initiatives like MIT OpenCourseWare, Khan Academy, Academic Earth, and Open Culture that provide free access to course materials, lectures, and cultural/educational media. It also discusses how technologies like Skype can be used to improve literacy worldwide by connecting students to remote storytellers. While acknowledging the benefits of online learning, it questions if the internet can fully replace higher education and cautions that some careers still require formal training and certification.
Wikipedia Primary School Cape Town 2014Iolanda Pensa
This document outlines the Wikipedia Primary School project. The project aims to provide content on Wikipedia to complete primary education curriculums in various languages. It plans to identify content gaps, trigger new article production and improvements, and involve experts and journals in a peer review process. The goal is to make Wikipedia a better educational resource while not breaking rules or considering it a replacement for traditional education.
Elisa Lanzi, Smith College presentation at VRA 28 Atlanta conference session "Transition to Learning Spaces: Redefining Our Space for the Digital World."
Wikipedia in Medical Education: A subterfugeClare Thomson
A presentation for the OER 2019 conference in Galway, Ireland on 10th April, outlining work on a module based around editing Wikipedia for digital and information literacies gain.
The past and future of textbooks, from Euclid's Elements to Neal Stephenson's Diamond Age, with stops along the way at Hypercard, Khan Academy, MOOCs, SRI and Versal
Western media framed the Kosovo War in several ways that potentially misrepresented events. Media outlets used themes, comparisons to other historical conflicts, and emotive language to influence viewers' opinions. An experiment showed that presenting the same facts with different themes, such as a humanitarian crisis or risk to America, affected viewers' recall of details and support for intervention. The Kosovo War was often simplistically compared to the Holocaust and Vietnam War through references intended to provoke emotional responses and preexisting views, rather than provide accurate historical context.
Swedish people enjoy leisure activities like hanging out, watching movies, going for walks, and playing football. They also go to clubs and pubs in popular cities like Gothenburg, Stockholm, and Östermalm. Additionally, social networks have a major impact on the economic, political, and social lives of Swedes. Swedish lifestyle and activities vary by season, with winter focusing on indoor activities like cinema and winter sports, and spring/summer emphasizing outdoor music festivals and travel. Overall, Swedish and Spanish cultures share many similar leisure pursuits.
The document provides instructions for an assignment where students must find examples of good and bad presentation slides on SlideShare.com. Students are asked to find four slides total - two good examples and two bad examples. They then need to create a PowerPoint presentation with the four slides and their analysis of why each is good or bad based on the principles of good slide design such as using images, empty space, and limiting text. Finally, students must upload their presentation to SlideShare and post the link in a discussion forum.
The document provides an overview of Dante's Divine Comedy, including its structure, themes, and symbolism. It describes the poem's three-part structure (Inferno, Purgatorio, Paradiso), with Inferno depicting Dante's journey through the nine circles of Hell guided by Virgil. Mystical numbers like three, nine, and one hundred are woven into the poem's design. The punishments in Hell are meant to suit each sin in a symbolic way. Overall, the Divine Comedy follows Dante's journey from sin and error to righteousness and salvation.
El documento describe el Método Watch, un marco metodológico para el desarrollo de aplicaciones de software en sistemas de información empresarial. El método define tres componentes clave: un modelo de producto, un modelo de procesos, y un modelo de actores. El modelo de producto describe los resultados intermedios y finales del desarrollo de software. El modelo de procesos detalla los pasos técnicos, de gestión y de soporte. Y el modelo de actores identifica a las partes interesadas y sus roles en el desarrollo de software.
Swedish people enjoy leisure activities like hanging out, watching movies, going for walks, and playing football. They also enjoy partying at clubs in cities like Gothenburg and Stockholm on weekends. In their free time, Swedes enjoy winter sports during colder months and music festivals and travel to warmer places like Spain in the summer. Overall, Swedish culture shares many similarities to Spanish culture in terms of leisure activities.
Sweden power point alicia paula y maria (1)mamp9596
Swedes enjoy similar leisure activities to people around the world such as hanging out, watching movies, and going for walks. The most popular sport is football. Nightlife in cities like Gothenburg and Stockholm includes clubs and pubs, especially in the Östermalm neighborhood. Swedes' lifestyle varies with the seasons, going to the cinema in winter and festivals or traveling abroad in summer. Overall, Swedish and Spanish cultures share many similar leisure pursuits.
1) The document discusses mistakes made in the production of a preliminary film project due to a lack of planning and limited time. Scenes were filmed in different locations that did not match, and there was no time to re-film.
2) It notes that the group did not have experience or knowledge of film techniques like continuity editing or using different shot types. Their preliminary showed a lack of these skills.
3) The author evaluates that the preliminary was rushed compared to the following opening project, which had more planning and research into techniques. They learned how to improve technical skills and incorporate film conventions to create a more successful opening.
Swedish people enjoy leisure activities like hanging out, watching movies, going for walks, and playing football. They also go to clubs and pubs in popular cities like Gothenburg, Stockholm, and Östermalm. Additionally, social networks have a major impact on the economic, political, and social lives of Swedes. Swedish lifestyle and activities vary by season, with winter focusing on indoor activities like cinema and winter sports, and spring/summer emphasizing outdoor music festivals and travel. Overall, Swedish and Spanish cultures share many similar leisure pursuits.
The document is a short dissertation by Abbey Cooke praising her husband. She lists numerous reasons why her husband is awesome, including that he is a technical genius who shares his skills, loves puppies, and is forgiving even when she portrays him inaccurately. She concludes by reiterating that her husband is kind, strong, perfect, and that she loves him very much.
The document describes several different animals, including where they live, their physical characteristics, what they eat, and how they move. It discusses tigers in Asia, elephants in the savannah, hippos at the zoo or in water, monkeys in the jungle, penguins in the South Pole, zebras in the savannah, snakes in the jungle, lions in the jungle, and monkeys in the jungle. For each animal it provides brief details about their size, color, limbs, diet, and abilities.
Western Media Framing the Kosovo War - Presentationbrennagrey
This document discusses how Western media framed coverage of the Kosovo conflict through various techniques. It examines how the media established themes, made comparisons, used certain wording, and imagery to help Western audiences understand events. Specifically, it explores how the media drew parallels between the Kosovo conflict and the Holocaust, and stereotyped groups through culturally blended language and imagery like weeping women. The document analyzes how even subtle framing techniques can influence perception and change public opinion.
This document summarizes Fred Garnett's presentation about WikiQuals, an open accreditation model for self-directed learning. Some key points:
- WikiQuals allows learners to pursue projects in the real world and document their learning to gain accreditation in a transparent, post-hoc manner without traditional institutions.
- It is based on emergent and heutagogical learning principles rather than pedagogical models, and sees learning as a social, content creation process not defined by classrooms or textbooks.
- WikiQuals operates through affinity groups rather than traditional supervision, and aims to support entrepreneurial learners in building their own personal learning networks.
- It
This document discusses the history and development of open and emergent learning approaches. It outlines key developments including:
- The need for more open and participatory education models like Summerhill School in the 1920s.
- The convergence of digital technologies in the 1970s and their potential to disrupt existing education models.
- The creation of the World Wide Web in the 1990s and how it enabled open sharing of knowledge and participatory learning.
- Developments in open educational resources and open courseware in the 2000s that helped make learning more open and accessible.
- The proposal of "WikiQuals" in 2012 as a model of open and post-hoc accreditation of learning based on
Educational technology and digital learningJohan Koren
This document provides an overview of key concepts related to educational technology and digital learning. It defines technology as the application of knowledge to organized tasks involving people and machines to meet sustainable goals. Media are discussed as channels of communication, with examples of older media like the phenakistoscope that have become obsolete. Educational technology incorporates various media and tools used in classroom and library settings. Web 2.0 technologies like blogs and podcasts are also discussed as they relate to digital learning and participation.
Educational Technology and Digital LearningJohan Koren
This document provides an overview of key concepts related to educational technology and digital learning. It defines technology as the application of knowledge to organized tasks involving people and machines to meet sustainable goals. Media are discussed as channels of communication, with examples of now obsolete media provided. Educational technology is defined as the application of technology in education. Computing and internet history are briefly outlined, and examples of media and technology applications in schools are given. The implications of web 2.0 technologies like blogs and their role in education are also discussed. The document considers what digital learning is and debates whether a dedicated "Digital Learning Day" is needed.
The history of educational technology can be traced back to early tools like cave paintings that were used to transmit knowledge. Throughout history, advances in technology stimulated new instructional techniques, from early writing systems to the printed book and modern digital technologies. Major developments include the introduction of audio-visual aids in the early 20th century, the emergence of computer-based learning in the 1950s and 1960s, the rise of online learning and digital communications in the late 20th century, and the growing use of mobile technologies today. Educational technology has evolved from early tools to increasingly sophisticated applications of technology to support teaching and learning.
The document traces the history of educational technology from ancient times to the present. It discusses key developments including the abacus, slide rules, programmed instruction, mainframe computers, microcomputers, the Internet and the World Wide Web. The document also examines different viewpoints on educational technology from organizations and outlines lessons learned about integrating technology into education.
The document provides a history of educational technology from ancient times to modern day:
- Educational technology has its roots in ancient Greece where knowledge was systematically organized and instructional methods were developed.
- Major advances included the development of visual aids in the 19th century, educational films in the 1920s, instructional television in the 1930s, and the introduction of computers and the internet in recent decades.
- Today, educational technology encompasses a variety of tools and approaches aimed at addressing educational needs through the application of current technologies like computers and networks.
Aplicaciones de la informática educativa a la enseñanza 2AngelUTN
This document discusses the history and theories of educational technology and its applications in language teaching. It covers three main periods: 1) origins dating back to early tools like cave paintings, with a focus on educational films and machines in the 1920s-50s; 2) behaviorism, cognitivism, and constructivism as the three main theoretical frameworks from the 1950s-80s, applied through computer-based training, instruction, and learning; 3) emerging technologies of the 2000s like mobile devices enabling new contexts of situated and blended learning.
the hystory of educational technology by Jacqueline, Rocio and Anabellaanidemiguel
Educational technology refers to the use of technology in educational settings to facilitate learning and improve performance. It has its origins in early human cultures that developed systems for transmitting knowledge. In the 19th century, technologies like blackboards and textbooks were introduced. Visual media became widely used in schools by the 1920s. Later developments included instructional films, military training programs using technology during WWII, and computer-based instructional models in subsequent decades. Today's educational technologies include smart homes, wireless networks, virtual reality, and tools for individualized education. Technology supports building student research skills, enabling realistic inquiry, and providing appealing forms of presentation and access to learning resources.
Aplicaciones de la informática educativa a la enseñanza-Assignment 1Andrea
The document discusses the history and theories of educational technology. It begins with definitions of educational technology and a brief history starting in the early 1900s. It then describes three main theoretical frameworks that have influenced educational technology: behaviorism, cognitivism, and constructivism. Each theory is then discussed in more depth. The document also outlines some preferred technologies of different time periods and technologies currently used in traditional classrooms.
What is Educational Technology? Summer2013Johan Koren
Educational technology refers to the application of technology to education, including media and tools used to assist in teaching and learning. It encompasses a broad range of technologies from chalkboards to tablets. Educational technology aims to creatively apply knowledge to organized educational tasks involving both people and machines to meet sustainable learning goals. The concept of educational technology is evolving as new technologies emerge and become integrated into educational practices.
Aplicaciones de la informática educativa a la enseñanza 2(1)AngelUTN
The document discusses the history and theories of educational technology. It begins with definitions of educational technology and a brief history starting in the early 1900s. It then describes three main theoretical frameworks that have influenced educational technology: behaviorism, cognitivism, and constructivism. Each theory is then discussed in more depth. The document also outlines some preferred technologies of different time periods and technologies currently used in traditional classrooms.
Educational Technology and Digital LearningJohan Koren
This document discusses educational technology and digital learning. It provides definitions of key concepts like technology, media, and educational technology. Technology is defined as applying knowledge to organized tasks involving people and machines to meet sustainable goals. Educational technology applies this to education using tools from chalk and blackboards to modern devices. Digital learning uses internet and computing technologies to connect students to information and each other in new ways, allowing for more participation and contribution beyond traditional classroom models. The document explores implications and debates around integrating new technologies and digital approaches into education.
1. Educational technology has its origins in early human cultures that systematized knowledge and invented writing to record and transmit information.
2. Major developments include the printing press, photography, radio, television, computers, and the internet. These innovations have transformed education delivery.
3. There are different views of educational technology, including associations focused on audiovisual instruction, instructional design, technology/engineering education, and the role of computers in schools. Overall, educational technology combines processes and tools to address learning needs through standardized, reproducible systems.
Educational technology has evolved significantly over time. Early technologies included the chalkboard (1890), pencil (1900), and textbook (1900). Visual aids like stereoscopes (1905) and overhead projectors (1930) were introduced. Audio technologies expanded learning with film projectors (1925), radios (1925), and language labs (1950). Television was used for instruction in the 1950s-60s. Computers transformed education, starting with mainframes (1958), microcomputers (1980s), and the Internet (1995), allowing greater access to information and new forms of interaction. Current classroom technologies include computers, websites, blogs, wikis, wireless microphones, and interactive whiteboards.
Wikimedia UK Education Summit 2017 - Opening TalksWikimedia UK
This document discusses the value of Wikimedians, or Wikipedia contributors, to universities. It notes that universities must invest in digital skills and addresses the real problem of gender inequality in science and technology fields. The document describes how assigning Wikipedia contributions in courses at Middlesex University has enhanced students' digital literacy skills, helped overcome writing blocks, led to published work, and provided an experience in encyclopedism. Student presentations are highlighted that involved Wikipedia projects on literary festivals, republishing historic articles, and fighting fake news. In conclusion, the document advocates for universities to recognize the benefits Wikipedia assignments can provide students.
The document provides a history of educational technology from ancient times to the present. It discusses how early technologies like the abacus and textbooks helped transmit information. Over time, technologies like film, radio, television and computers were incorporated into education. Major developments included the introduction of mainframe computers in schools in the 1950s and personal computers in the 1970s/80s which allowed technology use to expand. Current trends include increasing computer usage and the rise of the internet to facilitate communication and access resources.
The document introduces the TRIAS wiki, which was created as a collaborative knowledge environment to support the TRIAS Telematica Leonardo da Vinci pilot project. The wiki aims to provide a structured yet flexible repository of content on e-government topics to support various educational activities. It contains encyclopedia pages, case studies, educational materials, user guides, and pages on e-government challenges, solutions, and design principles. The document discusses using the wiki to structure knowledge in a domain like e-government while maintaining flexibility, accessibility, and quality of content.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The past and future of textbooks from Euclid to Siri
1. From Elements to
The Diamond Age
The past, present and future of textbooks
!
Stuart Gannes
Maker Faire Rome
October 4, 2014
2. Euclid’s Elements:
1,000 years in parchment!
Although many of the results in Elements originated with earlier mathematicians, one of Euclid's accomplishments was to present them in a single,
logically coherent framework, making it easy to use and easy to reference, including a system of rigorous mathematical proofs that remains the basis of
mathematics 23 centuries later.[16]
3. Print beginnings
1482, Venice 1847, New York
Euclid's Elements has been referred to as the most successful[5][6] and influential[7] textbook ever written. Being first set in type in Venice in 1482, it is one
of the very earliest mathematical works to be printed after the invention of the printing press and was estimated by Carl Benjamin Boyer to be second
only to the Bible in the number of editions published,[7] with the number reaching well over one thousand.[8] For centuries, when the quadrivium was
included in the curriculum of all university students, knowledge of at least part of Euclid's Elements was required of all students. Not until the 20th century,
by which time its content was universally taught through other school textbooks, did it cease to be considered something all educated people had read.[9]
4. 16th-20th Century:
Rise of classrooms
Often called the industrialization of education. Classrooms, fixed seats and teachers
5. Researchers knew what was missing
• Interactivity
• Communication
• Collaboration
• Adaptability
• Feedback
John Dewey, learning by doing
6. 20th Century experiments
“Multimedia;” Filmstrips, TV programmed for education
Televisions on wheels
7. Computer labs
The purpose is to provide a microcomputer institutional-related
service to students while on campus. Huh?
The computer lab always seemed to be grafted on to schools. Ultimately the body rejected the transplant.
https://student.uj.ac.za/docs/THE%20PURPOSE%20AND%20LOCATION%20OF%20GENERAL%20MICROCOMPUTER%20LABORATORIES.pdf
8. 1987: A learning breakthrough
“Before the Web did anything, Hypercard did everything.”
- Ars Technica
Groundbreaking achievement that showed how computers can improve learning.
9. The Diamond Age…
“The Illustrated Primer is an
extremely general an powerful
system capable of more external
self-reconfiguration than most.
Remember that a fundamental
part of its job is to respond to its
environment. If the owner were
to take up a pen and write on a
blank page, this input would be
thrown into the hopper along
with everything else, so to
speak.”
-Neal Stephenson , 1995
You became the main character. The lessons were addressed to you. They related to your actual experience. Used voice.
10. Online courses circa 1990s:
Many busts
• Repurposed content
• Lack of interactivity
• Not collaborative
• No good creation tools
11. Researchers knew what was missing
• Interactivity
• Communication
• Collaboration
• Adaptability
• Feedback
12. 21st Century learning skills
Purpose/value of education is to prepare people to function as adults in society.
http://www.nhcs.net/technology/instructional/21stcenturyskills.htm
!
13. 1996: Online tutoring
Net Tutor - Live help
Think of a gigantic live customer support service
14. 2006: ’Flipped’ Classroom
Khan Academy
https://www.khanacademy.org/economics-finance-domain/core-finance/money-and-banking/bitcoin/v/bitcoin-what-is-it
!
Allows students to absorb “lecture” material on their own time. Devote class to collaborative exercises - no longer homework
15. 2008: Adaptive Learning
Dynamic content presentation
Uses computer to rearrange content to suit learners’ progress
!
http://doraemonyoung.blogspot.it/
!
https://www.youtube.com/watch?v=LldxxVRj4FU
16. 2012: MOOCS
Massively Open Online Courses
Moved lectures online. Take advantage of global reach of World Wide Web. Mainly for Higher Ed.
!
http://www.wiredacademic.com/2013/02/infographic-rise-of-the-moocs/
!
17. 2014: Software-enabled content
Use computers for what they are designed for
Allows course to run software in browser. A breakthrough in interactivity
18. Siri for text books?
Textbooks with AI reasoning systems
SRI Project Inquire
SRI Inquire is part of an ongoing research project and is not yet available as a product. Inquire is funded by Vulcan Inc. and developed at SRI International.
https://www.youtube.com/watch?v=x-NDXWyDy3c#t=39
19. 21st Century: Report Card
• Era of experimentation
• Some progress
• Limits of online learning
Promising innovations: