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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      Sort of an outdated reference, isn't it?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?
Christine Padberg

Wiki - Week 1 Resources | E-learning and Digital Cultures - 0 views

class.coursera.org/...view

shared by Christine Padberg on 29 Jan 13 - No Cached
  • Uses determination
    • Christine Padberg
      Christine Padberg on 29 Jan 13
       
      Should this be "user" determination?
  • Technological determination:
  • technology ‘produces new realities’, new ways of communicating, learning and living, and its effects can be unpredictable
  • ...22 more annotations...
  • Social determination
  • technology is determined by the political and economic structures of society. Questions about ownership and control are key in this orientation
  • technology is shaped and takes meaning from how individuals and groups choose to use it
  • Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?
  • Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?
  • technology could solve the three most pressing problems of education: access, quality and cost
  • in all parts of the world evolving technology is the main force that is changing society
  • a model technological determinist position,
  • what observations can you make about his utopian arguments about education? What currency do they continue to have in this field?
  • the orientation here is clearly dystopic
  • ‘administrators and commercial partners’ as being in favour of ‘teacherless’ digital education,
  • ‘teachers and students’ as being against it
  • these divisions have never been clear, and they certainly aren’t now.
  • Why does Noble say that technology is a ‘vehicle’ and a ‘disguise’ for the commercialization of higher education? How can we relate this early concern with commercialism to current debates about MOOCs, for example? And how are concerns about ‘automation’ and ‘redundant faculty’ still being played out today?
  • the consequences of digital education
  • What kind of determinist position do they take? To what extent are they utopic or dystopic visions of the future? Why have the ideas they represent been so readily taken up and distributed within all educational sectors?
  • metaphor of the native and the immigrant
  • Prensky warns ‘immigrant’ teachers that they face irrelevance unless they figure out how to adapt their methods and approaches to new generations of learners.
  • how does the language he uses work to persuade the reader? Who are ‘we’ and who are ‘they’? What associations do you have with the idea of the ‘native’ and the ‘immigrant’, and how helpful are these in understanding teacher-student relationships?
  • What is being left out of the story of the internet here, and from what position is this story being constructed?
  • technological determinism,
  • Dahlberg, L (2004). Internet Research Tracings: Towards Non-Reductionist Methodology. Journal of Computer Mediated Communication, 9/3
Chris Swift

Technology + Demand = Change - 5 views

ryan2point0.wordpress.com/...the-equation-for-change

#edcmooc

shared by Chris Swift on 03 Feb 13 - No Cached
  • Chris Swift on 03 Feb 13
     
    So the practical message I draw from the theory of technological determinism is that to change your society - be it a classroom, an organisation, or even a country - there's no point implementing a technology just for the sake of it. You first need to know your audience and understand the demands they have that drive their behaviour. Only then will you know which technology to deploy, if any at all.
Céline Keller

Technology is the Answer: What was the Question? Daniel, J. (2002). - 0 views

krustelkrammoocs.blogspot.de/...-answer-what-was-question.html

#edcmooc blogpost TED videos autodidacticism articles onelaptopperchild SugataMitra

shared by Céline Keller on 28 Jan 13 - No Cached
  • Céline Keller on 28 Jan 13
     
    I started the theory related reading today and really enjoyed Professor Daniel's 'Technology is the Answer: What was the Question?' I made a blog post about it which I invite you to visit:  http://krustelkrammoocs.blogspot.de/2013/01/technology-is-answer-what-was-question.html You will find Sugata Mitra's TED Talk: 'The child-driven education' about 'The Hole in the Wall' project mentioned by Professor Daniel and a great article about a more recent project by One Laptop per Child ('Given Tablets but No Teachers, Ethiopian Children Teach Themselves').  #edcmooc   #TED   #videos   #autodidactism #blogpost  #SugataMitra #onelaptopperchild
César E. Concepción-Acevedo

Technological Determinism: Technological Autonomy - 0 views

web.archive.org/...tdet06.html

shared by César E. Concepción-Acevedo on 03 Feb 13 - No Cached
  • 'autonomy' is a key concept in Western liberalism
    • César E. Concepción-Acevedo
      César E. Concepción-Acevedo on 03 Feb 13
       
      I dont think that the key concept unique to humans is autonomy, after all machines can execute autonomous comands and processes. However, i agree with Morin and Numann when they state that the uniqueness and essential diference of machines is humans is that the later can regenerate.
  • Referring to standardized human behaviour and to what he calls the 'invisible technology' of language as well as to machines, Postman argues that 'Technique, like any other technology, tends to function independently of the system it serves. It becomes autonomous, in the manner of a robot that no longer obeys its master' (Postman 1993, p. 142).
  • The Frankenstein Syndrome: One creates a machine for a particular and limited purpose. But once the machine is built, we discover, always to our surprise - that it has ideas of its own; that it is quite capable not only of changing our habits but... of changing our habits of mind' (Postman 1983, p. 23).
  • ...2 more annotations...
  • they are 'always unpredictable'
  • The notion that technological developments arise to 'fill needs' is reflected in the myth that 'necessity is the mother of invention'. It presents technology as a benevolent servant of the human species. But as Carroll Purcell puts it, 'many modern "needs" are themselves inventions, the product of an economy that stimulates consumption so that it can make and market things for a profit' (Purcell 1994, p. 40).
Vanessa Vaile

Steve Fuller - Who Will Recognise Humanity 2.0 - And Will It Recognise Us? - 0 views

www2.warwick.ac.uk/...stevefuller

education edtech technological literacy edcmooc

shared by Vanessa Vaile on 12 Feb 13 - No Cached
  • : What is the story that leads up to humanity 2.0 and is it co-extensive with the history of science? ‘
  • transhumanism: a term that he’s careful to distinguish from posthumanism. Posthumanism, he explains, takes a Darwinian standpoint on life; it’s a ‘species egalitarian view’ in which there is a definite respect for life, but no respect for the qualities of human beings that distinguish us from other life-forms. ‘There is no humanity 2.0 in this picture, there’s just post-humanity,’
  • Darwin was very reluctant to support movements in the late 19th-century that we would now associate with transhumanist thinking, such as eugenics and vivisection
  • ...7 more annotations...
  • process in human evolution, and that we could potentially take control of it, emerged in the 1930s with figures like Sir Julian Huxley.
  • one organism that can understand the whole thing - and then take control of it. That was the promise of transhumanism
  • The next phase of transhumanism is the converging technologies agenda: ‘The particular technologies we’re talking about are based on nanotechnology, biotechnology, information science and the cognitive sciences.
  • r for the purpose of enhancing human beings,
  • push-back in the idea that humans can raise themselves to this higher level and governments have always been worried about these advance forms of technology and knowledge actually getting into the hands of people who can use them for their own purpose
  • no overarching, normative sense of humanity
  • Steve Fuller is Professor of Sociology at the University of Warwick. Originally trained in history and philosophy of science, he is best known for his work in the field of ‘social epistemology’, which is concerned with the normative foundations of organized inquiry.
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.
Michael Porterfield

Professor Creates Engaging Online Learning Environment | SJSU News - 1 views

blogs.sjsu.edu/...transforming-online-learning

professor online online learning learning environment

shared by Michael Porterfield on 14 Jan 13 - No Cached
  • Communication is key to successful online teaching as well. Being present on the course site and answering questions directed to me are a given, but I also work at consistent updating. If I’m traveling to speak at a library or conference, I let my students know. If I’m at a conference, I’ll share links and insights. My students have done the same, using Twitter or their class blogs to share their own opinions and takeaways from attending professional conferences. The sharing and communication can be informal, and it strengthens the feeling of community. The best teachers understand that technology use in coursework is not just for the sake of technology but to extend and enhance the learning process. Recently, Michael Wesch from the University of Kansas responded to an article about his advocacy for participatory technologies in coursework. His eloquent statement resonates with me: “My main point is that participatory teaching methods simply will not work if they do not begin with a deep bond between teacher and student.  Importantly, this bond must be built through mutual respect, care, and an ongoing effort to know and understand one another.” The sage on the stage in giant lecture halls is giving way to a collaborative, hyperconnected world of newer methods and channels of learning, but the human connection can and should remain. Bring yourself to your online teaching – share, be authentic and connect with students via the heart and the keyboard.
Céline Keller

Technological determinism / Neil Postman | KrustelKram's Adventures in Online Learning - 0 views

krustelkrammoocs.blogspot.com/...-determinism-neil-postman.html

Technological determinism videos talks Neil Postman articles

shared by Céline Keller on 01 Feb 13 - No Cached
  • Céline Keller on 01 Feb 13
     
    "Every teacher should begin every course making a little speech to the students, that would go along these lines: Hey look I am a fallible human being so during the duration of this course I am bound to make lots of mistakes. I will say things that are untrue. I will give opinions that are unfounded.Your job as a student is to pay a lot of attention and try to identify when I made a mistake. And then try to show me and your classmates where I made that mistake." Neil Postman "Textbooks present facts and information...and teach kids that subjects are boring, when in fact they are not." Neil Postman Link collection and videos on Neil Postman
Rick Bartlett

JOLT - Journal of Online Learning and Teaching - 1 views

jolt.merlot.org/...stewart_bonnie_0613.htm

MOOC #edcmooc elearning technology teaching

shared by Rick Bartlett on 16 Nov 13 - No Cached
    • Rick Bartlett
      Rick Bartlett on 16 Nov 13
       
      Chaos theory- "Life always finds a way"
  • But the larger the MOOC, I propose, the more it destabilizes the centrality of the teacher's role within the course. This may appear counter-intuitive: the larger the group of learners, the more the facilitator may stand out at first as the only identifiable figure in a sea of unknown names or faces. However
  • If enough people try MOOCs, and begin to see themselves as learners with agency to contribute knowledge and determine what they take from a course experience, this may effect a gradual sociocultural shift towards participatory, communicative concepts of learning.
  • ...15 more annotations...
  • The new literacies ethos "celebrates inclusion (everyone in), mass participation, distributed expertise, valid and rewardable roles for all who pitch in" (Lankshear & Knobel, 2007, p. 18).
  • premise is that it may be productive to consider their potential as large, immersive – and largely unintentional – environments for acculturating people to new digital literacies
  • This paper argues that networked learning opportunities at the scale MOOCs are beginning to reach have the potential to expose large numbers of people to participatory literacies and learning perspectives, even if and where facilitation and testing are highly instrumental in approach.
  • Trojan horse for the sociocultural development of participatory perspectives and literacies.
  • there is potential for peers to connect with peers and develop autonomous channels of information flow that bypass the traditional top-down model of teacher-centered learning
  • My premise is that this possibility of open, networked participation may become more powerful at a massive scale than in a conventionally sized online course, due to a version of the network effect, whereby "the more people use a service then the more useful those users find it, thus recommending it and adding more users"
  • emphasizing networked practices, knowledge generation, and distributed, many-to-many channels of communication rather than the conventional teacher-centric focus of traditional courses.
  • To be digitally literate is to be able to engage the connections and communications possibilities of digital technologies, in their capacity to generate, remix, repurpose, and share new knowledge as well as simply deliver existing information
  • The conclusions of the project were that MOOCs, as we understood them at the time, embody the participatory ethos of digital practices in their reputational, relational, and networked operations.
  • The decentralized, distributed nature of this type of communication of one's learning builds on the particular capacities of digital technologies: replicability enables remix and repurposing, searchability enables navigation of decentralized environments, and scalable sharing may lead to unintended audiences. cMOOCs enable and encourage open, participatory work among learners, where the audience is not solely or even primarily the instructor, but rather peers:
  • The model, in effect, frames learners as scholars: as identities with their own ideas to contribute and disseminate, rather than as conventional students.
  • While open scholarship focuses on the networked practices of formal academics rather than the motley collection of teachers, faculty, laypeople, and conventional students who have tended to gravitate to cMOOCs' education-focused topics, the open knowledge generation that has emerged from cMOOCs has resulted in formal academic papers as well as a broad, ongoing body of blog posts and shared ideas that might be thought of as what Veletsianos and Kimmons (2012) frame as "networked participatory scholarship" (p. 766).
  • Ironically, most appear designed to pose little overt threat to the conventions and exclusivity of academic knowledge management, appearing instead to "exploit the advantages of online communication without letting such communication challenge its expertise model" (Burton, 2009, para. 4). But the very fact that they have been touted in media as a revolution may position them to reach a wide enough audience to begin to effect a sociocultural shift in participatory, networked literacies. It is the scale of MOOCs – both in the sense of their individual large classes and their status as a rapidly emerging cultural phenomenon – that makes them an inadvertent Trojan horse for the introduction of peer-to-peer concepts and literacies about learning.
  • And in this paper, I posit that institutions placing their proverbial eggs in the basket of this type of educational future may well be undermining their own positions as purveyors of closed, expert knowledge.
  • Many xMOOCs may be designed and intended to maintain the expertise model and the market share of elite universities over the specter of knowledge abundance and participatory culture. However, so long as the courses as platforms continue to enable participatory networking and engagement among students, they effectively begin to sow the very seeds of new literacies that challenge and undermine that instrumentalist perspective on education and expertise
Chris Jobling

Jisc Digital Literacy Webinar: Multimodal Profusion in the Massive Open Online Course |... - 0 views

www.alt.ac.uk/...ion-massive-open-online-course

#edcmooc EDCMOOC obfuscation

shared by Chris Jobling on 07 Nov 13 - No Cached
  • The profusion of multimodal artefacts produced in response to the EDCMOOC will provide a number of examples with which to explore sociomaterialism in relation to literacy practices online.
  • Chris Jobling on 07 Nov 13
     
    "This webinar presents a view of digital literacy through a discussion of E-learning and Digital Cultures (known as EDCMOOC), a Massive Open Online Course offered in January 2013 by the University of Edinburgh in partnership with Coursera. The profusion of multimodal artefacts produced in response to the EDCMOOC will provide a number of examples with which to explore sociomaterialism in relation to literacy practices online. It will be suggested that this work constitutes a set of sociomaterial entanglements, in which human beings and technologies each play a part. By looking at these examples, we will suggest that sociomaterial multimodality offers a different way of thinking about digital literacy: not as a set of representational practices, but rather as complex enactments of knowledge, specific to particular contexts and moments." What does this even mean? This is a sample of the language of #edcmooc and it's a barrier to entry.
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