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shared by Kristina Hoeppner on 07 Nov 09 - Cached

Many other programs drill the technology and have faculty fit their pedagogy to it, as opposed to the other way around.
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Such professional development for effective online teaching should be faculty-led.
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The misconceptions about the validity of online teaching are only encouraged by using the word “training”. It implies a false proposition: that instructors need to learn the tools first, and that once they have done so they will develop good online classes. Neither of these is true. Instead, instructors should be encouraged to examine their pedagogy as they begin to teach online, and be provided with extensive technical support as they develop courses based on their chosen pedagogy.
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shared by Kristina Hoeppner on 08 Mar 10 - Cached

A teacher/instructor/professor obviously plays numerous roles in a traditional classroom: role model, encourager, supporter, guide, synthesizer
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This model works well when we can centralize both the content (curriculum) and the teacher. The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning. Simply: social and technological networks subvert the classroom-based role of the teacher.
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Networks thin classroom walls. Experts are no longer “out there” or “over there”.
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Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs.
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When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
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Instead of controlling a classroom, a teacher now influences or shapes a network.
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The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
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we find our way through active exploration
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“To teach is to model and to demonstrate. To learn is to practice and to reflect.”
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People have always learned in social networks
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shared by Kristina Hoeppner on 01 Jan 10 - Cached

Rarely examined in the literature are the tensions between centralised decision-making versus a highly individualized faculty culture of teaching in higher education which have direct effects on the deployment and opportunities for innovation and sustainability.
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past efforts to incorporate more significant changes in teaching have been more focused on the technology than the appropriateness for learning
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In rich learning environments, student choices to explore, socialize, collaborate, and contribute create a more decentralised context for course content.
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These new tools allow greater ability to design environments rather than content-focused containers for better and more personalized learning. These new decentralised learning paradigms are likely to have a feedback affect on organizational structures related to technology.
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Higher education will face a challenge: when learners have been accustomed to very facilitative, usable, personalizable and adaptive tools both for learning and socialising, why will they accept standardised, unintuitive, clumsy and out of date tools in formal education they are paying for? (Weller, 2009, p. 184)
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shared by Kristina Hoeppner on 31 Dec 09 - Cached

cloudworks.ac.uk

shared by Kristina Hoeppner on 07 Nov 09 - Cached

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