The Ed Techie: Using learning environments as a metaphor for educational change - 0 views
nogoodreason.typepad.co.uk/...or-for-educational-change.html
shared by Diane Gusa on 16 Jun 11
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module 2 21stcenturylearning e-learning WEB2.0 education learning_environments
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It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
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t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
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t has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers
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It has often been noted that when a new technology arrives we tend to use it in old ways (eg Twigg 2001), before we begin to understand what it really offers. So, for example the television was initially treated as ‘radio with pictures’
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In an attempt to move towards the possibilities offered by a completely digital, online world, they have started with the education model we are familiar with. They are, in effect, a virtual classroom, or course, with content (which map onto lectures) laid out in a linear sequence with discussion forums linked to this (mapping onto tutorials). In one LMS (the open source Bodington system, http://bodington.org) they even went as far as to make this mapping explicit by making the interface a building which you had to navigate to your lecture room.
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Heppell (2001) argues that “we continually make the error of subjugating technology to our present practice rather than allowing it to free us from the tyranny of past mistakes.
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Daniel (1996) has argued that elearning is the only way to cope with expanding global demand for higher education, claiming that “a major university needs to be created each week” to meet the proposed demand.
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f we view our online learning environments not as analogies of how we currently teach, but rather as a metaphor for how we engage with changes required for a digital society, then this provides us with some insight in to how to tackle the issues above (and others).
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Siemens (2008) argues that “Learning theories, such as constructivism, social constructivism, and more recently, connectivism, form the theoretical shift from instructor or institution controlled teaching to one of greater control by the learner.”
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To learn is to acquire information Information is scare and hard to find Trust authority for good information Authorized information is beyond discussion Obey the authority Follow along
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Why would we seek to recreate the sort of learning affordances Wesch highlights in a virtual environment, when we are free to construct it however we wish?
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Arguably then there has never been a better alignment of current thinking in terms of good pedagogy – i.e. emphasising the social and situated nature of learning, rather than a focus on knowledge recall with current practices in the use of technologies – i.e. user-generated content, user-added value and aggregated network effects. Despite this, the impact of Web 2.0 on education has been less dramatic than its impact on other spheres of society – use for social purposes, supporting niche communities, collective political action, amateur journalism and social commentary.”
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"Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs
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connectivism (Siemens 2005) places decentralisation at the heart of learning:"Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing"
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Wikipedia succeeds by decentralising the authoring process, YouTube succeeds by both decentralising the broadcasting production process, but also by allowing embeds within blogs and other sites, thus decentralising the distribution process
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Knowing how to link to and locate resources in databases and search engines is a skill for a decentralised information world. The result is that online references are forced into an existing scheme, which has an inherent preference for physical resources. The traditional reference is often provided in papers, when it is the online one that has actually been used because the referencing system is biased towards the paper version.
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‘eduglu’
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SocialLearn has been conceived as a deliberate attempt to discover how learners behave in this sphere, how to develop the appropriate technology and support structures, what pedagogies are required and what are the business models for education in a disaggregated educational market.