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shared by Roger Harrison on 24 Apr 13 - No Cached

engage productively in relevant online communities" and "influence others in an increasingly digital world". So the importance of these forms of engagement is being established but what is not yet clear is how we actually support this in practice.
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to communicate to learners what the possible benefits of having a presence and sharing practice online could be
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and the ability to visibly collaborate on the web, can appear daunting, risky and potentially a huge distraction from the "real" curriculum for many learners
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It's not commonly perceived as an evolving practice in which personal views are openly shared and in which students' opinions become a valued part of a communal learning experience.
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What are the implications for learning and teaching when we move from perceiving the web as a collection of tools to thinking of it as a series of overlapping spaces?
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shared by Roger Harrison on 24 Apr 13 - No Cached

shared by Roger Harrison on 11 May 13 - No Cached

Cathy N. Davidson argued exactly this at her presentation, “Access Demands a Paradigm Shift,” at the 2013 Modern Language Association conference
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The discussion forum, currently the holy grail of "engagement" inside most online courses, is particularly problematic. Exchanges within forums are usually too strictly controlled and reduce honest interaction to busy-work scored by a rubric. These interactions rarely resemble the many and varied kinds of discussions possible in a classroom. And many teachers require things of online discussions that they would never demand in an on-ground classroom: one post of at least 250 words, properly cited, and exactly 2 responses to fellow students. Imagine trying to create a lively classroom discussion with these kinds of constraints.
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hierarchical discussion forum tools
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...3 more annotations...
the best learning happens not inside courses but between them.
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So, for example, I am working to create collaborations between courses at several institutions and assignments that bridge a course offered one term and a different course offered the next. I ask students to reflect on the connections
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example, replace the video lecture that begins many online "lessons" with a video made by a student.
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shared by Roger Harrison on 25 Apr 13 - No Cached

It makes sense that universities should be nurturing students' familiarity with technology, encouraging its use in teaching and learning, and paying attention to developing broader digital literacy skills.
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Lecturers (who are powerful role models for students) can be very resistant to adopting new digital teaching practices, and will vary in their ability to engage with the online world. Few universities seem to have adopted a digital literacy agenda in a widespread or meaningful way.
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Additional layers of digital know-how can to be added as the student moves to a deeper lever of expertise
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They can practise working with feedback, and conversing in an iterative loop.
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Once time and brainpower are freed up from memorising, will other skills come into play, bringing hitherto unimagined benefits?
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Current undergraduates have never known a life without the internet – it is the glue that holds their personal and social lives together.
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shared by Roger Harrison on 04 May 13 - No Cached

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