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Trevor Haddock

Taylor & Francis Online :: Literacy, literacies and the digital in higher education - T... - 1 views

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    Abstract This paper is a critical review of some recent literature around the 'literacies of the digital' in schools and higher education. It discusses the question: 'what does the conjoining of the terms "digital" and "literacy" add to our understanding of teaching and learning in higher education'? It explores the continuing role of critical literacy in relation to the idea that digital literacies are transformative for pedagogy in this sector.
djplaner

Seeking Systemic Change: Higher Education in a Digital, Networked Age -- Campus Technology - 0 views

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    George Siemens (one of the originators of Connectivism) interviewed on higher education and change in a digital/networked age.
ggdines

Reducing the digital literacy divide through disruptive innovation | Simon McIntyre - A... - 0 views

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    This article suggests that educators in HE can generate systemic change by engaging in open and informal professional development outside and beyond their own institutions. An interesting read for anyone in a support role in Higher Education.
anonymous

Imagining Successful Schools - NYTimes.com - 0 views

  • This system has infuriated and shamed teachers, and is a lot of the reason that teacher turnover is so high, causing even many of the best teachers to abandon the ranks.
    • anonymous
       
      This was always a topical conversation and was the reason some of my colleagues left. I saw engineers go from somebody with pride in themselves to saying that they had to leave because they did not like what was happening to them.
  • in order to meet the demands of a global economy, our educational system needs to be re-engineered for much higher performance.
  • No other country believes that you can get to a high quality educational system simply by instituting an accountability system,” he says.
    • anonymous
       
      Accountability is not the answer because it creates an "tick and flick" control mechanism, meaning more of the same.
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  • test-based accountability is “doing untold damage to the profession of teaching.”
  • The main thing that works is treating teaching as a profession, and teachers as professionals.
    • anonymous
       
      Oh gosh, how I wished this was so when I was in there. You do sometimes feel like the proverbial "glorified baby sitter." 
  • That means that teachers are as well paid as other professionals, that they have a career ladder, that they go to elite schools where they learn their craft, and that they are among the top quartile of college graduates instead of the bottom quartile.
    • anonymous
       
      Wow, I'm so with this, as a professional tutor my rate is less than 25% of what a lawyer or accountant would get for the same time.
  • When I suggested that American cities couldn’t afford to pay teachers the way we pay engineers or lawyers, Tucker scoffed. With rare exception, he said, the cost per pupil in the places with the best educational systems is less than the American system, even though their teachers are far better paid. “They are not spending more money; they are spending money differently,” he said.
    • anonymous
       
      When an individual is treated like a professional they raise the bar. I have seen this in all my encounters with students. How they are treated is how they behave.
  • Tucker would not abolish tests, but he would have fewer of them.
    • anonymous
       
      This is great! I don't think we should do away with assessment completely but we should be using them as more of a tool for innovation.
  • And they would have a different purpose: In the high-performing countries, the tests exist to hold the students accountable, rather than the teachers.
    • anonymous
       
      This is what I thought would happen when wanting to become a teacher but then I felt that the teachers were criticised if students did not perform. As a senior English teacher this is definitely the prevailing discourse.
  • When a school falls short, instead of looking to fire teachers, the high-performing countries “use the data to decide which schools will receive visits from teams of expert school inspectors. These inspectors are highly regarded educators.”
    • anonymous
       
      Back to the inspectors, or I would rather say more like advisors who work with teachers improving their craft. I loved the idea of team teaching but a lot of teachers were not open to it, mostly I think due to the fear of being judged but for others it was a control issue too, "no one can teach like I do"mantra, which happens because of a perceived threat to ego that makes individuals more fearful.
  • Tucker envisions the same kind of accountability for teachers as exists for, say, lawyers in a firm — where it is peers holding each other accountable rather than some outside force. People who don’t pull their own weight are asked to leave. The ethos is that people help each other to become better for the good of the firm. Those who successfully rise through the ranks are rewarded with higher pay and status.
    • anonymous
       
      I am wondering whether this only works in private organisations. In public institutions as there is a lack of the profit motif, there is much more of an inclination to remove individuals perceived as a threat to one's status or worldview rather than how they are performing for the company. 
  • Would the teachers’ unions go along with such a scheme? The unions would certainly have to shed some of the things they now have, such as control of work rules.
    • anonymous
       
      This points illustrates something fundamental - you never hear of lawyer or accountant unions, only teacher unions. Why?
  • fixation with test-based accountability
    • anonymous
       
      There is certainly this happening.
  • every other successful country has
    • anonymous
       
      Is this a blanket statement, or a the grass is greener on the other side of the fence or is it true? 
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    There are quite a few of us who are thinking a lot about the future of schooling. What do you think of his recent article?
Trevor Haddock

A Vision of K-12 Students Today - YouTube - 0 views

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    This project was created to inspire teachers to use technology in engaging ways to help students develop higher level thinking skills. Equally important, it serves to motivate district level leaders to provide teachers with the tools and training to do so.
jenleighc

Academic blogging: the power and the pitfalls - live chat | Higher Education Network | ... - 0 views

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    Academic blogging, the power and the pitfalls.
djplaner

Students in Free Online Courses Form Groups to Study and Socialize - Wired Campus - The... - 1 views

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    Describing some methods being used to create communication/socialisation opportunities in MOOCs.
debliriges

The Design Studio / Developing digital literacies - 2 views

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    JISC funded programme (2011-2013) to promote the development of coherent, inclusive approaches to digital capability across institutions of further and higher education. Links to infoKit and case studies.
debliriges

Teaching in a Digital Age | The Open Textbook Project provides flexible and affordable ... - 0 views

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    Fundamental change in education The nature of knowledge and implications for teaching Theories of learning for a digital age Methods of teaching
djplaner

Alan Levine (cogdog) on Twitter - 0 views

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    Alan is an early and on-going innovator when it comes to the Internet and learning/education usually in an around higher education.
debliriges

A New Architecture for Learning (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

  • lty, and students.
  • Most of the technologies and applications shown in Figure 1 are on campuses already. The problem is that they are not easily and
  • seamlessly integrated
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  • e expected to be
  • The following are several specific examples of what the open standards and services must enable to make this new architecture for learning a reality: Digital content and applications must be easily, quickly (ideally, within a few minutes versus months), and seamlessly integrated into any platform that supports a set of vendor-neutral open standards and, importantly, are not trapped inside a single platform. User, course, and context information must be synchronized among selected applications so that neither the manual transfer of information nor multiple logins to different applications are required—thus making set-up and use of new software much easier for all concerned. Data that describes usage, activities, and outcomes must flow from learning content apps to the enterprise system of record, learning platforms, and analytics platforms. Systems, services, and tools must be virtualized and must increasingly move toward the elastic computing model that enables sharing scenarios across systems or other federations of users.Imagine what would happen if CIOs could safely add services and applications in a matter of days instead of months, if instructors could seamlessly combine these tools into their courses with one click, and if analytics data would begin to flow immediately thereafter. This new IT architecture would revolutionize the support for academic technology in the same way that the app movement has revolutionized what is available on mobile devices. A key difference with the new IT architecture, however, is that these educational apps are built using standards adopted and managed by the educational community and would be connected into the educational enterprise IT infrastructure.
  • The rise of the MOOC illustrates how important innovations often happen outside of established channels: by faculty who, interested in innovation, put together their own technology solutions outside their college or university. This should be a wake-up call for the higher education community to do better. Enterprise IT organizations need to enable such innovation, not stand in its way.
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    If we are to support students and faculty as connected learners and instructors, we must rethink our approach to academic technology architecture. At the foundation and core of that architecture is information technology, in its role as the strategic enabler of connected learning.
djplaner

Canadian University Social Software Guidelines and Academic Freedom: An Alarming Labour... - 0 views

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    A journal paper from the International Review of Information Ethics. The connection to NGL is that it examines the guidelines around the use of social media software being put in place by Canadian universities and how perhaps they aren't as conducive to encouraging NGL as one might hope from institutions of higher education. A sign post of the types of problems when NGL meets un-reconstituted institutional perspectives.
djplaner

Building Democratic Learning « WikiQuals - 0 views

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    Good post gathering various insights around "networked" learning and trying to shape them into how they might inform a vision of democratic learning.
thaleia66

Heutagogy and lifelong learning: A review of heutagogical practice and self-determined ... - 1 views

shared by thaleia66 on 30 Sep 15 - No Cached
  • Pedagogical, even andragogical, educational methods are no longer fully sufficient in preparing learners for thriving in the workplace, and a more self-directed and self-determined approach is needed, one in which the learner reflects upon what is learned and how it is learned and in which educators teach learners how to teach themselves (Peters, 2001, 2004; Kamenetz, 2010).
  • Heutagogy is of special interest to distance education, which shares with heutagogy certain key attributes, such as learner autonomy and self-directedness, and has pedagogical roots in adult teaching and learning.
  • Distance education and heutagogy also have in common the same audience: mature adult learners.
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  • Web 2.0 design supports a heutagogical approach by allowing learners to direct and determine their learning path and by enabling them to take an active rather than passive role in their individual learning experiences. Key affordances of social media – connectivity with others, information discovery and sharing (individually and as a group), and personal collection and adaptation of information as required – are also affordances that support self-determined learning activities (McLoughlin & Lee, 2007, p. 667). In addition, Web 2.0 encourages interaction, reflection in dialogue, collaboration, and information sharing, as well as promotes autonomy and supports creation of learner-generated content (Lee & McLoughlin, 2007; McLoughlin & Lee, 2008, 2010).
  • A key attribute of andragogy is self-directed learning
  • Within transformational learning, learning occurs along a self-directed path; as the learner matures and reflects on life experiences in relation to his or her self-perception, beliefs, and lifestyle, the learner perspective is adjusted and transformative learning can occur
  • The role of the educator in an andragogical approach is that of tutor and mentor, with the instructor supporting the learner in developing the capacity to become more self-directed in his or her learning. The instructor shows learners how to find information, relates information to the learner experience, and places a focus on problem-solving within real-world situations (McAuliffe et al., 2008). Instructors establish objectives and curriculum based on learner input and guide students along the learner path, while the responsibility for learning lies with the learner.
  • Heutagogy applies a holistic approach to developing learner capabilities, with learning as an active and proactive process, and learners serving as “the major agent in their own learning, which occurs as a result of personal experiences”
  • As in an andragogical approach, in heutagogy the instructor also facilitates the learning process by providing guidance and resources, but fully relinquishes ownership of the learning path and process to the learner, who negotiates learning and determines what will be learned and how it will be learned (Hase & Kenyon, 2000; Eberle, 2009).
  • The heutagogical approach can be viewed as a progression from pedagogy to andragogy to heutagogy, with learners likewise progressing in maturity and autonomy (Canning, 2010, see Figure 2).
  • More mature learners require less instructor control and course structure and can be more self-directed in their learning, while less mature learners require more instructor guidance and course scaffolding (Canning & Callan, 2010; Kenyon & Hase, 2010).
  • In an andragogical approach to teaching and learning, learners are actively involved in identifying their needs and planning on how those needs will be met
  • learners are self-directed to continue to learn on their own and “can personalize their learning paths in the way they desire
  • Recent research also indicates that the use of social media can support self-determined learning.
  • Learner-generated content (active media use): Active use of social media in creating learner-generated content seems to contribute to development of skills of self-directedness. Initial research findings by Blaschke, Porto, and Kurtz (2010) indicate that active use of social media, for example, development of learner-generated content, supports cognitive and metacognitive skill development, whereas passive use (consumption) is less effective in supporting development of these skills.
  • Research on the use of social media and its role in supporting heutagogy is limited, however, indicating that this is an area for further investigation.
  • A heutagogical approach to learning and teaching is characterized first and foremost by learner-centeredness in terms of both learner-generated contexts and content.
  • Guiding learners to define self-directed questions is one of the biggest challenges facing developers of heutagogical courses, as designers must be “creative enough to have learners ask questions about the universe they inhabit”
  • Negotiated and learner-defined assessment has been shown to improve the motivation of learners and their involvement in the learning process, as well as make learners feel less threatened by instructor control of their learning process
  • Heutagogy’s holistic approach takes into account the learner’s prior learning experiences and the way in which these influence how she or he learns; by considering these past experiences and the learner’s current experience and reflecting upon these, the learner moves into a growth process that has the potential to lead to transformative learning
  • The literature review conducted here indicates that there is substantial work to be done in researching heutagogy within this research construct, for example examination of the means in which Web 2.0 and social media support a self-determined teaching and learning approach, and investigation of the effectiveness of the approach in higher education and in creating lifelong learners able to effectively and successfully translate competencies into capability in complex, real-world situations. Another area of research includes defining and testing criteria for heutagogy as a framework for teaching and learning.
  • By incorporating heutagogical practice, educators have the opportunity to better prepare students for the workplace and for becoming lifelong learners, as well as to foster student motivation by cultivating students who “are fully engaged in the topic they are studying because they are making choices that are most relevant or interesting to them” (Kenyon & Hase, 2010, p. 170).
jenleighc

Let's Talk about MOOC (online) Education--And Also About Massively Outdated Traditional... - 0 views

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    Cathy Davidson blog, raises the issue of old pedagogy in new technology.
djplaner

Into the Fray ~ Stephen's Web - 0 views

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    Collection of pointers to various news releases, interviews and opinions about the recent rise of Coursera with numerous universities joining the ranks.
djplaner

MOOC planning - Part 1 « MOOCtalk - 0 views

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    A Stanford Math Professor blogging his development of a MOOC
djplaner

Amnesimooc - 0 views

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    Blog post comparing xMooc model with large scale distance education model like the UK Open University. Suggesting amnesia is an issue in networked learning
djplaner

E-learning and Digital Cultures | Coursera - 1 views

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    A coursera (one of the commercial MOOC providers) course starting next year.  Signed up for it.
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