PCSS589-13B

Thanks to Knowledge Works - engaging with this info graphic will help to question what we might need to address for the future of teaching and learning.

One cannot continue to ignore the reality, facts and figures that draw attention to the way in which students prefer to communicate, collaborate and interact. It is becoming more imperative than ever that we 'stop sleeping behind our teaching desks' and wake up to the affordances of Web 2.0 and reassess our methods of teaching and learning.

"Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that "learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…" (1996, p.42)."

"The tenth edition describes annual findings from the NMC Horizon Project, a decade-long research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in higher education. Six emerging technologies are identified across three adoption horizons over the next one to five years, as well as key trends and challenges expected to continue over the same period, giving campus leaders and practitioners a valuable guide for strategic technology planning."

"While creating opportunities for interaction may occur without much planning in a face-to-face environment, designing and implementing interactive learning experiences online requires strategic planning. After conducting a thorough review of current literature on the qualities of effective online teaching, I've identified strategies that can increase interaction in online learning environments. These strategies are organized by the three types of interaction defined by Moore (1989): Learner-instructor interaction Learner-content interaction Learner-learner interaction"

"Multiple Personality Pedagogy: Varying Voice in the Classroom April 30, 2013 | by Mark Spitzer"

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"What is Digital Literacy? "The awareness, attitude, and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyze and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process." (Martin, 2006)"

! is book supports an emerging trend toward emphasizing the plurality of digital literacy; recognizing the advantages of understanding digital literacy as digital literacies. In the book world this trend is still marginal. In December 2007, Allan Martin and Dan Madigan's collection Digital Literacies for Learning (2006) was the only English-language book with "digital literacies" in the title to show up in a search on Amazon.com.

"Toward a "Critical Mass" Theory of Interactive Media Universal Access, Interdependence and Diffusion M. LYNNE MARKUS Abstract This article proposes a "critical mass" explanation for the diffusion of interactive media, such as telephone, paper mail systems, electronic mail, voice messaging, or computer conferencing, within communities. Interactive media have two characteristics not shared by many other innovations. First, widespread usage creates universal access, a public good that individuals cannot be prevented from enjoying even if they have not contributed to it. Second, use of interactive media entails reciprocal interdependence, in which earlier users are influenced by later users as well as vice versa. Consequently, interactive media are extremely vulnerable to start-up problems and discontinuance. Traditional explanations of diffusion of innovations do not accommodate these two properties of interactive media. The influence of these two properties on the probability and extent of interactive media diffusion within communities is the focus of the critical mass theory developed in this article."