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Chris Swift

Technology is the Answer: What was the Question? -: UNESCO Education - 0 views

portal.unesco.org/...=DO_TOPIC&URL_SECTION=201.html

edcmooc #edcmooc

shared by Chris Swift on 29 Jan 13 - No Cached
  • audiocassettes
    • Christine Padberg
      Christine Padberg on 29 Jan 13
       
      Sort of an outdated reference, isn't it?
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      I'd agree, but in some parts of the world, it is still a viable form of technology, compact and easy
  • four principles that you should apply to thought or action that involves information and communications technology
  • bias,
  • ...32 more annotations...
  • vendor bias has now got a firm grip on much of the public discourse about information and communications technology
  • be sceptical about assertions of the value of technology coming either from those who want to sell it to you or from their surrogates in political life
  • the suppression of research reports or evaluative studies that undermine the thesis that technology improves everything.
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      Technology can make one feel very dissatisfied with life. When you know something better is out there, do you pine away for it feeling like it will make your life oh, so much easier?
  • bullshit
  • When we see a concept everywhere it is easy to suspend our critical faculties and assume it must be right
  • breadth
  • think broadly about technology in teaching and learning.
  • Technology always involves people and their social systems
  • Remember that there are many technologies: books, blackboard, film, radio, television, programmed learning and so on. The Internet has not made them obsolete
  • starts with teaching and attempts to use technology to expand the range and impact of the teacher
  • the remote classroom approach
  • the rest of the world had a different tradition
  • started on the other side of the coin, with learning, and used technology to create a good learning environment for the student wherever and whenever the student wanted to study.
  • We must strive for balance on a number of dimensions.
  • When we use technology are we using it to enhance learning or to enhance teaching?
  • Dimension number two means seeking balance in answer to the question: teaching and learning for what?
  • Open University students have an extensive range of online facilities available. Which ones do they use?
  • they like using the web for informational and administrative transactions.
  • communication between students
  • Online technologies can, of course, be useful for learning
  • two key virtues.
  • support active learning experiences
  • devising good active learning experiences is expensive because it requires lots of work by the teachers
  • notably by destroying old jobs and creating new ones.
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      Please tell me something new. This is an idea that has perpetuated itself for centuries!The cotton gin destroyed the need to hand pick and clean cotton, It created the opportunity for the enslaved to have yet, another job.
    • Maria Washington
      Maria Washington on 05 Feb 13
       
      I hope you are being "cheeky" when you so easily type the words: "enslaved," "job," and "opportunity" in the same sentence. This clip and the full documentary may shed some light on the topic: http://video.pbs.org/video/2192491729
  • The best way to reach learners is to use technology that the learner already has.
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      Okay, I'd agree with this one. Start where you are and move on. Too many institutions moan over the lack of "technology." If you have a computer, you have so many social media resources at your disposal IF you know how to access, use and apply them!
  • technology more for activities associated with their studies
  • rather than for the mainline work of studying course content. T
  • Why should we want to use technology? How should we use technology for learning and teaching? What are the basic principles? Who can benefit most from educational technology? Where should we apply it? Which technologies are best? More generally, how do you make judgements about the many claims that are made for technology?
  • illiteracy
  • In both cases technology is changing society, notably by destroying old jobs and creating new ones.
  • vendor bias
    • César E. Concepción-Acevedo
      César E. Concepción-Acevedo on 07 Feb 13
       
      The most effective softwares are the once licensed under Creative Commons and are open source. This gives great power and independence to institutions and individuals. It truly IS the way to avoid the pervasive pitfalls that software tycoons throw education in (costly updates, upgrade caps etc. ).
  • basic triangle
    • César E. Concepción-Acevedo
      César E. Concepción-Acevedo on 07 Feb 13
       
      While reading the speech on Globalisation and Tech from #UNESCO head of #education. Produced this #artifact #edcmooc http://pk.gd/A6BI
  • Chris Swift on 16 Feb 13
     
    Globalisation, education & technology - what is fair, equal, just, right and wrong in the world?
Ary Aranguiz

Half an Hour: What Makes a MOOC Massive? - 0 views

halfanhour.blogspot.de/...what-makes-mooc-massive.html

shared by Ary Aranguiz on 23 Jan 13 - No Cached
  • my understanding is that for the course to be a *course* it has to be more than just a broadcast.
  • the capacity of the technology supporting the course to enable and engage conversations and activities across multiple platforms
  • The big danger, to my mind, in a large online course is that through strong group-formation activities, it can become a small online course. This happens when a central clique or insider group is formed, or where you have inner circles and outer circles. The inner circle, for example, might expect and demand preferential access to and individual attention from the course facilitators.
  • ...2 more annotations...
  • the primary value becomes cohesion and agreement, rather than diversity and distinct perspectives.
  • When the course functions as a small group, there is an expectation that everyone will agree on the course content, objectives, and domain of discussion. But, in fact, to be a massive course, it must needs respect a wide variety of individual objectives, perspectives on course materials, and opinions about relevant topics of discussion (not to mention technological platform and language of 'instruction').
Chris Swift

Debate on MOOC's - 0 views

www.theguardian.com/...moocs-online-higher-education

edcmooc mooc

shared by Chris Swift on 08 Aug 13 - No Cached
  • Chris Swift on 08 Aug 13
     
    1. Does not passing a rigorous exam matter in a MOOC, in terms of getting a job afterwards? Do MOOC's lack credibility in the eyes of employers, or is that just an old fashioned way of thinking? 2. If MOOC's work, and they are free to do, how are they going to be financially sustainable in the long term? 3. "Moocs are an excellent way to give everyone access to academic thought, rather than having them stuck with whatever their own institution chooses to provide, and as a way for academics to keep up to date themselves" What do you think?
Rick Bartlett

We need to talk about TED | Benjamin Bratton | Comment is free | theguardian.com - 2 views

www.theguardian.com/...we-need-to-talk-about-ted

#edcmooc TED critique

shared by Rick Bartlett on 31 Dec 13 - No Cached
  • This is taking something with value and substance and coring it out so that it can be swallowed without chewing. This is not the solution to our most frightening problems – rather this is one of our most frightening problems.
  • I'm sorry but this fails to meet the challenges that we are supposedly here to confront. These are complicated and difficult and are not given to tidy just-so solutions. They don't care about anyone's experience of optimism.
  • but TED's version has too much faith in technology, and not nearly enough commitment to technology. It is placebo technoradicalism, toying with risk so as to reaffirm the comfortable.
  • ...3 more annotations...
  • The potential for these technologies are both wonderful and horrifying at the same time, and to make them serve good futures, design as "innovation" just isn't a strong enough idea by itself. We need to talk more about design as "immunisation," actively preventing certain potential "innovations" that we do not want from happening.
  • f we really want transformation, we have to slog through the hard stuff (history, economics, philosophy, art, ambiguities, contradictions). Bracketing it off to the side to focus just on technology, or just on innovation, actually prevents transformation.
  • At a societal level, the bottom line is if we invest in things that make us feel good but which don't work, and don't invest in things that don't make us feel good but which may solve problems, then our fate is that it will just get harder to feel good about not solving problems.
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