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Killing the Lecture With Technology, Part II

Good Practices for Learning 2.0: Promoting Inclusion. An In-depth Study of Eight Learning 2.0 Cases

Another use for the text messaging services we are considering in ESD?

I should really make a list of "requirements" to take to the meeting to find out whether the service being presented would indeed allow all this stuff. I was at a training course last Friday on audience voting systems and we had a go at using a thing called PollEverywhere which allows voting by text, web or twitter. David, I think you've mentioned PollEverywhere before? It is rather good. You can get a free Higher Ed account for up to 32 participants...doesn't do any reporting, or there's a variety of paid plans which give access to more sophisticated features. It's quite neat. http://www.polleverywhere.com/

Using a Livescribe pen, a document camera and Jing (screen recording) to make a 'Mathcast/Pencast'. Could be useful, as it can combine old fashioned 'chalkboard' type work with screencasting/recording technologies.

Despite the focus on games there's obviously potential educational value in realistic simulations like this...

Article in the Guardian Technology about integrating 'chatbots' into games and the potential of being able to converse realistically with characters. The writer speculates on the birth of a new genre "The First Person Talker". Could this be the "killer app" for games for girls?

Report from DEMOS on why universities need to use technology

This paper discusses how the theories of innovation diffusion have been incorporated into the field of instructional technology.

Saw this on a science feed and only scanned it so far. The paper is old, but it might be interesting - various fields are interested in how innovations spread through a community (e.g. agriculture) and considering those theories with respect to education might be interesting. Anyone seen anything similar in the past?

One day conference at Staffordshire University. Some interesting looking stuff, including "Connecting staff through online peer observation", "Supporting distance learning students via social networking", "Responding to the student voice" and "Learning about digital identity through games and discussion".

Listening to a Webcast from the Open University on "The Net Generation" I'm struck again by how much time we spend trying to categorise and label technologies and usage of technology which are used innately by those who are the most active participants. It reminds me of David Attenborough, high on the African plain doing a softly worded piece to camera about the behaviour of the animals he's observing... all the while the animals in question are simply getting on with their own thing and merrily ignoring his insightful, considered words.

We probably shouldn't be unduly concerned with QM's apparent lack of progress in the Web2.0 area....yet....

Article in the Guardian education about HE's use of Web2.0 technologies. It's driven by the publication of a report by Sir David Melville but highly annoyingly does not provide any reference for the report itself....I have managed to track it down....see the "Higher Education in a Web2.0 World" bookmark!

At last, I found this report...now I have to read it.

This report is the result of "an independent inquiry into the strategic and policy implications for higher education of the experience and expectations of learners in the light of their increasing use of the newest technologies"

A useful little vignette for illustrating to students why they should not trust Wikipedia as a source!