"Howard Rheingold offers a glimpse of the future of high-end online learning in which motivated self-learners collaborate via a variety of social media to create, deliver, and learn an agreed curriculum: a mutant variety of pedagogy that more closely resembles a peer-agogy."
Innovating Pedagogy 2012. First report of an OU working group looking at exploring new forms of teaching, learning and assessment, to guide educators and policy makers
In this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential impact on education, arguing instead that we need to rethink what are the fundamental characteristics of learning and then see how social networking can be harnessed to maximise these characteristics to best effect. I will further argue that the current complexity of the digital environment requires us to develop 'schema' or approaches to thinking about how we can best harness the benefits these new technologies confer.
site http://www.westernsouthland.co.nz. The handout for the workshop is a resource I've been developing on Audacity on WikiEducator. You can find that here: http://www.wikieducator.org/Using_Audacity .
The goal of this study is to produce a report with 8-12 case studies which have used social software to support and engage learners, or have embedded the social software within the pedagogy of a course or a programme.
Digital capability for TEL
Overarching principles:
1 start with pedagogy every time
2 recognise that context is key
3 create a digital capability threshold for institutions
4 use communities of practice and peer support to share good practice
5 introduce a robust and owned change management strategy
6 develop a compelling evidence-informed rationale
7 ensure encouragement for innovation and managed risk-taking.
"I was roused from my teaching this week by the cacophony of tweets and blog posts on the merits and pitfalls of tweeting another scholar's ideas (the most cited ones authored or collected by Roopika Risam, Tressie McMillan Cottom, Kathleen Fitzpatrick and Adeline Koh), culminating in "The Academic Twitterazzi" on Inside Higher Ed"