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I’d recommend using it as a useful tool for project-based learning where students can collaborate in real-time, hold chats, and even finalize a project from different locations.

The other big way I’d recommend trying out Google Drive would be for mind maps. You can create mind maps using a presentation in Google Drive and work on it with others at the same time.

Any app that supports uploading to Google Drive as an export option can then be turned in as a completed assignment. A few of these apps include, but are not limited to: Explain Everything iMovie (send to camera roll first & then upload to Google Drive) Book Creator Creative Book Builder Notability

Multiple file types can be selected and uploaded as assignments. This means that teachers can create templates and curate resources to guide student creation. ePub (Book Creator & Creative Book Builder) PDF (Notability & Book Creator) XPL (Explain Everything Project) MOV (iMovie) MP4 (Explain Everything video export) Google Document

except when students are working with primary sources recorded on that ancient technology we call paper. From genealogy projects that have students working with old family letters to history projects that have students leafing through 1940s issues of Life magazine, there are many potential sources of paper that students will want to track and organize digitally.

tudents can fax these documents to themselves or to group members and organize them easily in Google Drive folders.

A key concept that we employed is that it’s about using a handful of apps to do a variety of projects effectively and creatively. This is the “One Screen Model”

The central tenet of using iPads is App Fluency: “The ultimate goal of fluency challenges is to be able to move information from app to app and from device

“Using two or more applications or web tools in conjunction with one another to create a final product or experience that would not be possible with using a single tool

Initially in many institutions the move will be crude pedagogically, with an emphasis on video recording of lectures and flipped classes, or merely increasing the amount of online learning supporting regular classes. Over time, though, as instructors get more experience in hybrid learning, get more instructional design support, and greater pressure from the administration, full course re-design will increase, but major redesigns around hybrid learning may take as long as five years in many institutions. One reason for this slow adoption of re-design is the current lack of appropriate models for hybrid learning that have been tested and evaluated; this will change though as experience grows. Best practice for hybrid learning will emerge, as it did for fully online learning.

10. Expect the unexpected: One year: 100%; Three years: 100%; Five years: 100% These are the monsters lurking in the shadows. In online learning, the only thing you can really be certain of is the uncertainty. These are Donald Rumsfeld’s unknown unknowns, so by definition they are unpredictable or non-forecastable. However, there are also some known unknowns that perhaps we should discuss. (MOOCs are good examples – they were known in 2011, but the likelihood that they would take off in 2012 in the way they did was not known, at least by most pundits.) Here are some possible bogeymen to lie awake worrying about:

the privatization of post-secondary education in the USA. Many states are in dire financial trouble. Will this result in some states privatizing their public post-secondary education systems? What price would Alabama State University fetch from a commercial buyer and how would that affect the state’s finances? If some states do decide on privatization, expect online learning to increase – indeed, online learning will likely increase in financially challenged states without privatization, because, rightly or wrongly, it will be seen as cheaper; also expect federal student financial aid to take a hit in the USA as Congress grapples with the deficit. a major Internet player (Apple, Google, Facebook or Amazon) jumps into the online learning market, perhaps in partnership with some elite universities, and takes a major share of the for-credit online market, because of lower costs, quality content, and accreditation from elite universities (but with a different category of degree from their on-campus programs) The US Congress backs publishers and shuts down all publicly funded open educational resources; copyright legislation is tightened on US-based Internet companies making it all but impossible to use educational resources over the Internet for free major power shortages/outages, due to bad weather/a surge in energy prices/political activists (pick your reason) makes online delivery increasingly unreliable during winter quantum computing arrives at a reasonable cost and completely changes the game.

ll children are born to drive their education. The problem is that prior to the digital age there were no child-friendly pedagogic vehicles. Now that the military-industrial complex has created them, parents and teachers should give the keys to the kids as soon as possible and let them head off on their own down the beautifully linear highway of knowledge.

One of the empires is the empire of fear. Surely we are not free if our lives are dominated by fear. Although Mitra’s minimal model blithely assumes that children greet everything new with a calm curiosity, Rousseau recognises that children can just as easily respond to the new with fear. To avoid this requires early training. A snippet of his advice on this subject:

At another junction on the same road is the empire of habit. We are not free if we are too firmly set in our ways. Hence Rousseau’s advice: “the only habit that a child should be allowed to contract is none. Do not carry him on one arm more than the other; do not accustom him to give one hand rather than the other, to use one more than the other, to want to eat, sleep, or be active at the same hours…Prepare from afar the reign of his freedom…” (63) (Sir Ken Robinson’s critique of the school bell is but a footnote to this.)